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 journey into teaching began after a gap year in Canada. That experience gave me time to reflect on what I wanted from my career, and I realized that education was where I could make the biggest impact. I started as a classroom teacher and worked in schools across Tower Hamlets, Brent, Enfield, and Harringay. Each move was a step into the unknown, but I embraced the risks because I believed in the power of learning and embraced my own growth.
Over time, I progressed from teacher to head teacher — a journey that was far from straightforward. I had to be agile in my craft, constantly learning and adapting. Along the way, I faced moments of discomfort. I recall one progression opportunity where someone said, “We thought you could go for it because you’re female, you’re young, and you’re brown — we need to tick the boxes for that.” That comment made me hesitate and feel deeply uncomfortable.
As I’ve matured, I’m no longer afraid to speak up and challenge inappropriate narratives or behaviours. I do so thoughtfully, not to create tension, but to ensure fairness and respect. Looking back, I wish someone had been there to call it out for me and say, “That’s not okay.”
Understanding representation
As I advanced, I became more aware of how my identity influenced my career. Conversations with colleagues often touched on whether I was propelled forward because of how I looked. That awareness was both empowering and unsettling. It taught me the importance of authenticity — building real connections rather than being a symbol of diversity.
There were times when I was the only person from a state school background or the only person of colour in a leadership team. That underrepresentation carried a psychological weight. It reminded me why advocating for diversity and inclusion matters, even when organizational action feels slow or limited.
Creating inclusive cultures
Representation isn’t just about leadership — it’s about the entire school culture. For pupils, seeing a diverse workforce is transformative. It broadens their perspectives and fosters acceptance. I’ve seen the impact when staff share their cultural practices and stories; pupils become curious, respectful, and open-minded.
As a leader, I’ve worked hard to make recruitment and retention inclusive. Simple steps — like sharing interview questions in advance, creating a welcoming environment, and discussing access arrangements — can remove barriers for candidates. Supporting staff wellbeing is equally important. I’ve used education support programs, handled sensitive issues with compassion, and made reasonable adjustments for staff facing trauma or health challenges. Leadership means modelling the culture we want for pupils: one of care, fairness, and respect.
Advice for aspiring teachers and leaders
If you’re considering teaching or leadership, my advice is simple: find joy in the profession. Block out the negative narratives about headship being impossible. Yes, it’s challenging, but the rewards — the daily interactions with pupils and staff — are worth it.
Those that advocate for high performing schools celebrate the workforce we already have. Too often, discussions focus on recruitment crises, overlooking the incredible impact of existing staff. And seek mentorship. In my experience, there is a space for informal mentorship — those colleagues who quietly guide and support you, as well as formal programs that invest in growth.
The ongoing challenge of access
A persistent challenge is the visibility and accessibility of diversity and inclusion initiatives. Opportunities do exist, but they are often confined to specific professional networks or organisations. We must work to democratise access, ensuring that career progression and inclusion initiatives are based on merit and visibility, not on who you know.
My journey has been defined by navigating both opportunity and systemic challenges. I have learned that leadership is not just school management; it is fundamentally about intentionally creating spaces where every individual — pupil and staff member — feels they authentically belong. Diversity and inclusion are not optional initiatives; they are essential preconditions for the success of our students, our staff, and the wider community.
Reflection
Diversity of thought is not an add‑on, a bonus, or something we consider only when convenient. It is the greatest leverage we have. It is essential to the success of our pupils, our colleagues, and our schools. When we welcome different perspectives — actively and intentionally — we create environments where ideas grow, people feel seen, and our profession can truly thrive and flourish.
Find out more
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 under the Equality Act 2010, pulling together the key information in one place and highlighting areas of practice to consider.
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Read stories from further education educators navigating identity in leadership — visit the dedicated resource hub.
