Our education system must reflect the diversity of our student population, offering students valuable, varied perspectives and role models. We want to see classrooms where every student feels a sense of belonging, seeing themselves and their communities reflected in their teachers. Achieving this means enhancing diversity across the education workforce - in background and training. Additionally, mandatory training in inclusion is essential to equip every educator with the skills to foster an inclusive environment. Every teacher plays a critical role in creating an educational system where all students are supported, represented, and valued.
The diversity gap in our education workforce is stark. NFER research shows that while candidates of colour are over-represented in Initial Teacher Training (ITT) applications, this is not reflected in the classroom. 60% of schools have an all-white teaching workforce, and the situation worsens at the leadership level, with 86% of senior leadership teams being all-white. This imbalance is further exacerbated by unique retention challenges faced by teachers of colour, including bias and discrimination.
Mission 44 has committed to invest £5m in diversity in teaching and senior school leadership, and worked in partnership with Teach First to double their proportion of Black STEM teacher intake. Mission 44 has recently launched a Diversity in Education Fund to build on this work. We would like the Government to match this commitment to pilot approaches to improve the representation of ethnically diverse teachers in schools; promote the adoption of racially inclusive practice in schools to support the retention of ethnically diverse teachers and leaders; and support the progression of ethnically diverse school leaders.
Teachers from diverse backgrounds bring varied perspectives and experiences to the classroom, enriching the learning environment for all. Moreover, studies - including those by the Runnymede Trust - indicate that students often perform better academically when taught by teachers of the same race, highlighting the importance of a diverse teaching workforce in fostering educational equity.
Exclusion statistics reveal disproportionate impact across various vulnerable groups, including those with special educational needs and disabilities (SEND), children from disadvantaged backgrounds, and some ethnic minority groups. The Pearson School Report 2023 showed more than two thirds of teachers say that pupils with SEND or additional needs are being ineffectively supported by the current education system. Just under three in five teachers said the same for disadvantaged pupils. Our research with Public First also finds that teachers feel least confident in supporting pupils from Gypsy, Roma, and Traveller backgrounds. Pupils in all these groups have higher rates of exclusion - highlighting a critical area for improvement.
While the relationship between race and exclusions is complex, data shows significant disparities. For instance, mixed White and Black Caribbean backgrounds pupils are excluded at twice the rate of their White British peers. We advocate for implementing anti-racism and cultural competency training because it promotes fairness, equity, and inclusivity in education. It equips educators with the skills to challenge their biases, support diverse students, and foster a learning environment where all students can thrive regardless of their racial or ethnic background.
In partnership with Teach First, we've doubled the proportion of Black STEM teacher intake, demonstrating the impact of targeted recruitment efforts.
Our collaboration with Aspiring Heads aims to increase diversity in school leadership roles, helping to create a more representative education workforce.
The Difference and Power the Fight train school leaders to recognise and challenge bias, fostering more inclusive school environments.
Class 13 supports dedicated educators to build equitable practices while navigating a stressful environment. Their affirming approach fuels systemic transformation, nurturing mental health, and reducing exclusions.
By supporting these recommendations, we can create a more inclusive education system that gives every child the chance to succeed.
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