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.
I never imagined I would become a deputy head teacher. In fact, when I graduated with a law degree, teaching wasn’t even on my radar. It all started with a simple work experience placement in a local school. Watching a teacher deliver her lesson with such joy and purpose made me think: Could I do that too? Could I make a difference? Within weeks, I took the leap and began my teacher training.
Early career and unexpected turns
My first year as a newly qualified teacher was full of promise. I loved teaching Humanities and Religious Studies, and my mentor even encouraged me to apply for a head of department role. But life had other plans—I found out I was pregnant. Soon after, I had two children in quick succession, which meant two maternity leaves back-to-back. While my peers progressed, I felt stuck. Returning to work was tough; there was no structured support, no easing back in—just an expectation to pick up where I left off. I battled feelings of resentment and self-doubt, but deep down, I knew I wanted more.
Finding my voice
When I missed out on an internal promotion, I realised something important: no one was going to hand me opportunities. I had to be proactive and create them. So, I applied externally and secured a head of faculty role. That move changed everything. Within a year, I was promoted to senior leadership. Later, I joined my current school, negotiated an associate assistant head role, and within months became an assistant head teacher. Today, I’m proud to serve as deputy head in a large secondary school.
The power of mentorship
I wouldn’t be here without mentors—people who believed in me even when I doubted myself. Some shared my background, others didn’t, but all offered wisdom and encouragement. I’ve learned that you must seek out those champions and, equally, become one for others.
Barriers and representation
As a woman from an ethnic minority background who wears a headscarf, I rarely saw leaders who looked like me. For years, I was too scared to say out loud that I wanted to join the senior leadership team. Comments like “getting too big for their boots” about others like me reinforced that fear. But representation matters—not just for staff, but for pupils. They need to see that leadership is possible for people like them.
Lessons learned
If you’re considering teaching or leadership, here’s my advice:
- Believe in yourself: Skills can be learned; confidence must come from within.
- Work hard and be proactive: Don’t wait for opportunities—create them.
- Build your network. Find mentors, seek advice, and support others along the way.
Teaching has given me purpose. Every day, I know I’m making a difference—not just for students, but for the next generation of leaders who will look at me and think, ‘If she can do it, so can I’.
The Department for Education is committed to ensuring that every school and college models inclusive behaviours and fosters an environment where everyone is treated equally. To support this, the Department has published a new resource to help leaders understand their responsibilities to their workforce under the Equality Act 2010, pulling together the key information in one place and highlighting areas of practice to consider.
