Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession.
By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action.
My career began in the high-pressure world of law, where I thrived as a partner in a firm. But life had other plans. A combination of personal circumstances, a growing passion for education, and an unwavering sense of duty led me to make a bold transition — from legal briefs to lesson plans, from courtroom strategy to safeguarding young lives.
The turning point
While raising five children, I became a school governor and found myself mentoring girls from similar backgrounds, offering guidance and representation they rarely saw. Many children aspired to succeed, and seeing a female lawyer in a hijab — articulate and relatable — gave them a powerful example of what was possible.
When one of my children was diagnosed with a serious heart condition, I made the difficult decision to step away from law. In 2018, I became a Teaching Assistant and quickly progressed to Higher Level Teaching Assistant, supporting teachers of Religious Education and History – subjects that aligned with my background.
My rapid rise and relentless drive
Despite not aspiring to teach formally, I pursued qualified teaching status to become a designated safeguarding lead. It was a tough journey, especially while juggling teaching, Head of Year responsibilities, and motherhood. With structure and adaptability, I managed it all — often torn between my responsibilities to my own children and my pupils. My resilience was rooted in a deep sense of service.
In 2019, I applied for and secured a Head of Year position. I thrived in pastoral care, guiding my year group through academic and personal challenges until they graduated in 2024. But the role was emotionally taxing. Rather than repeating the role, I sought new opportunities for growth.
Navigating the ECT experience
As an older ECT, I brought life experience and maturity to the role. Colleagues sought me out for unofficial mentoring, yet I often felt overlooked. My articulate nature led others to assume I knew the ins and outs of teaching, but I battled a lack of formal recognition.
As I settled into my role, new challenges emerged – not in the classroom, but in how my leadership was perceived.
Leadership aspirations and barriers
My journey was praised by my headteacher, but I wasn’t formally recognised as part of Senior Leadership. This stung. As a British female Muslim, it was heart-wrenching to be told that I was “good but not good enough”, especially when I felt I was overlooked for positions because I was not the right cultural fit.
I also sensed a snobbery toward pastoral and safeguarding roles — as if they were less valuable than traditional teaching. My lack of familiarity with formal pedagogy sometimes worked against me, despite my clear impact.
In June 2025, I took on a new challenge: teaching RE and serving as Deputy DSL in a school rated ‘Requires Improvement’. The contrast was stark — low attendance, disengaged pupils, and a stretched safeguarding team. However, I saw potential and purpose.
Representation and responsibility
As the first hijabi Head of Year in my previous school, I knew the power of representation. Pupils told me, “If you go, who will stick up for us?” — even those I didn’t teach directly. My presence mattered. I wasn’t chasing glory or money; I was driven by a commitment to lead and serve.
Wellbeing and reflection
For four years, I threw myself into my work, often at the expense of my health and family life. Working weekends, managing five children, and navigating a demanding job took its toll. In the past year, I made a conscious decision to prioritise my wellbeing — a shift that’s made a significant difference.
My legacy and impact
My year group achieved the best results in Bedfordshire. Many students went on to A-levels and university. I received recognition from the trust but still felt the sting of being overlooked. Despite this, I remain committed to education — not for accolades, but for the satisfaction of seeing young people thrive.
What’s next
I’m excited about this next chapter in my teaching career – working as a DDSL and as an RE teacher – whilst also considering what my next big challenge will be.
