NATASHA RAHEEM, ASSISTANT VICE PRINCIPAL, DIXONS CENTRE FOR GROWTH, DIXONS ACADEMIES TRUST, UK
Before sharing evidence-based recommendations that can help mentors to support mentees from underrepresented backgrounds, I’ll begin by referring to the National Foundation for Education Research (NFER) Racial Equality in the Teacher Workforce research report. The report shows that there is an overrepresentation of people from Asian, Black and other ethnic backgrounds among applicants to postgraduate ITTInitial teacher training - the period of academic study and time in school leading to Qualified Teacher Status (QTS) (initial teacher trainingAbbreviated to ITT, the period of academic study and time in school leading to Qualified Teacher Status (QTS)) but underrepresentation of these groups entering the teaching profession (Worth et al., 2022). Moreover, ‘teachers from ethnic minority backgrounds are also less likely to stay in the profession or progress to leadership than their white counterparts’ (Worth et al., 2022). Existing research provides some possible reasons for these differences, with key barriers arising from:
- racism/race discrimination (Hargreaves, 2011; Haque and Eliott, 2016; Lander and Zaheerali, 2016; Haque, 2017; Miller, 2019; Tereshchenko et al., 2020; all cited in Worth et al., 2022), with teachers from a Black ethnic background more likely than their white counterparts to report experiencing bullying and harassment (Adams et al., 2023, cited in Sharp and Aston, 2024)
- dealing with microaggressions that are ‘such a burden that it amounted to an additional workload’ (Lander and Zaheerali, 2016; Tereshchenko et al., 2020; both cited in Worth et al., 2022, p. 67)
- religion (Miller, 2019, cited in Worth et al., 2022)
- lack of opportunities for progression (Hargreaves, 2011; Haque and Eliott, 2016; Lander and Zaheerali, 2016; Haque, 2017; Tereshchenko et al., 2020; all cited in Worth et al., 2022)
- teachers from ethnic minority backgrounds being made to feel that they did not belong in teaching (Tereshchenko et al., 2020, cited in Worth et al., 2022), that they are not perceived as professionals and that their views are not valued by school leadership (Haque, 2017, cited in Worth et al., 2022).
While we are not able to access similar datasets for other characteristics, we know that some of these challenges will be familiar to those from other historically marginalised groups. For example, a person with a disability may experience ‘additional workload’ due to ableism, and some LGBTQ+ people may feel that their appearance might be perceived as ‘too visibly LGBTQ+, or not professional enough’ (Stonewall, 2025, p. 7). Oberholzer points out that ‘colleagues from diverse backgrounds often have signs of low self-efficacy’ so, despite having the necessary skillset, they might not feel that they ‘meet the requirements for their next role or next step’ (Oberholzer, 2019, cited in Oberholzer and Boyle, 2024, p. 156). Even though some individuals from underrepresented groupsThe diversity of research participants should reflect the educational community for whose benefit the research is taking place. When this is not the case, some groups are underrepresented experience additional challenges, it is important to avoid assumptions of homogeneity and assume only negative associations linked to being from an underrepresented group. Intersectionality and ever-changing contexts mean that a person’s lived experience is deeply unique.
Mentoring forms part of every teacher’s experience, especially early in their career, but there is not always a shared understanding of what mentoring is and the different roles of a mentor. Mentoring is a:
one to one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced one (the mentor) which aims to support the mentee’s learning and development as a teacher, and their integration into and acceptance by the culture of the school and profession
Hobson and Malderez, 2012, p. 89
An effective mentor may adopt several roles:
- educator: listening, coaching and creating appropriate opportunities for the mentee’s professional learning (Hobson and Malderez, 2012)
- model: inspiring, demonstrating and making aspects of being a teacher visible (Hobson and Malderez, 2012)
- acculturator: helping the mentee into full membership of the particular professional culture (Hobson and Malderez, 2012)
- sponsor: ‘opening doors’ and introducing the mentee to the ‘right people’ (Hobson and Malderez, 2012, p. 90)
- provider of psychological support: providing the mentee with a safe place in which to release emotions or ‘let off steam’ (Malderez and Bodoczky, 1999; Malderez and Wedell, 2007; both cited in Hobson and Malderez, 2012).
Mentoring with an equity, diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences and inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life (ED&I) lens means searching for evidence that allows the practitioner to really see and hear the person with whom they are working, and not the person whom they are choosing to see, which is shaped by bias. It should inform and influence the different roles of a mentor, and such a lens can also be adopted by educators, coaches or line managers. An ED&I lens does not mean reducing expectations; it means adjusting the support needed to thrive. These relationships deserve this investment if mentoring is to have the desired positive outcomes for the school, the mentor and the mentee.
How can a mentor adopt an ED&I lens?
1. Demonstrate curiosity
McClelland’s iceberg model is a useful tool with which to raise awareness so that the mentor develops an understanding of the whole person. The tip of the iceberg shows everything that is visible or observable (e.g. teaching practice) and, typically, guidance and support is given for this. However, what lies beneath ‘fuels the visible layer and can be either limiting or empowering’ (Coaching the Shift, 2024). A mentee’s beliefs, norms, values, self-image, drives, motives and personality all affect the visible layer – their behaviour, competencies and knowledge (Coaching the Shift, 2024). By intentionally creating a space in which to find out about the participant (and this will take place throughout multiple interactions), the practitioner demonstrates that they value the individual, as well as what they bring to the school community. If a mentor is aware of common experiences of those from underrepresented groups, such as those communicated in the NFER research report, then they can use this to influence the questions that they ask and carve out space to listen, learn and then respond with the most appropriate guidance, adjustment or support. For example, Sharp and Aston (2024) recommend that schools and teachers ‘provide careers advice, development and support for teachers of colour (such as training, networks and mentoring) from an early point in their teaching careers’ (Sharp and Aston, 2024, p. 36). By asking ‘How are you feeling about applying for jobs?’, the mentor creates a space for this conversation and is inviting the mentee to share their thoughts and feelings. Furthermore, research shows that ‘older mentees, particularly career changers, reported less positive experiences, suggesting mentoring approaches may need to be adapted to better meet their needs’ (National Institute of Teaching, 2023b). By demonstrating respectful curiosity and making the time for such conversations, the mentor shows that they value their mentee’s unique viewpoint and can be more responsive to their true needs.
2. Be intentional in creating a safer space
In order for mentoring to have positive outcomes, effective mentors create a safe and supportive environment where the mentee feels able to be open and honest (National Institute of Education, 2023a). Research suggests that mentors and mentees have different perceptions of whether a safe space is provided in meetings; ‘only one-third of mentees felt mentoring provided a safe space to discuss feelings, compared to two-thirds of mentors’ (National Institute of Teaching, 2023b). To create a shared understanding of safety, contracting should be the focus of the first formal meeting. Contracting is a coaching tool and can be defined as ‘an explicit agreement of what the consultant and client expect from each other and how they are going to work together’ (Block, 2000, cited in Bennett, 2008, p. 7). When engaging in contracting, the mentor should explain what contracting is and why it is taking place, as well as what to expect during mentor meetings. It is better to over-communicate rather than to assume that there is a mutual understanding of why feeling safe matters. Contracting could stem from a discussion of the participant’s fears in this space, what they feel could challenge them and a consideration of the behaviours needed from the mentor and mentee that would facilitate learning and mitigate risk, e.g. listening to understand and not judge, acting with courage by asking questions or providing thinking or preparation time. Contracting is not an isolated activity; it is a ‘complex human interactive process requiring sensitivity, skill and flexibility’ (Rothwell and Sullivan, 2005, cited in Bennett, 2008). Therefore, contracting should be revisited or even renegotiated in order to make visible the commitment from the practitioner to creating a safer space.
3. Adjust support and guidance while maintaining high expectations
An individual’s intrinsic motivation and professional fulfilment may be affected by their identity, personal circumstances and the school’s specific context. If mentors are to take the stance of an ‘educator’, then they must go beyond limiting content frameworks. By considering whether the participant would benefit from instruction on personal and professional skills – e.g. organisational skills or response to feedback – high self-efficacy is fostered (Chan, 2008; Klusmann et al., 2008; both cited in Beltman et al., 2011) and individuals are more likely to move from merely coping to thriving. It might involve the practitioner working with the participant on behaviours and skills outside of the classroom. For example, ‘teachers usually identify themselves as middle-class (Dunne and Gazeley, 2008, cited in Major and Briant, 2023, p. 69), but this assumption is dangerous as it may affect an individual’s ability to navigate an organisation’s language and systems or their ability to remain within the profession if they are required to work alongside training to teach. Some may see this as ‘hand-holding’ or feel that they are patronising the person with whom they are working. However, not all teachers have been taught skills such as effective time management or self-advocacy when seeking reasonable adjustments, or how to apply such strategies to the many roles and responsibilities of being a teacher. If the mentee experiences discrimination, then a relationship based on trust makes it more likely for the participant to share this with their mentor. Sharing such experiences is a deeply personal choice; people may choose not to share for various reasons, e.g. they have not received help in the past. The mentor should be knowledgeable about any policies linked to responding to prejudicial incidents so that they can effectively support their mentee. The mentor should also be aware of the impact that this may have on the person’s professional identity, and intentionally affirm the mentee’s strengths when dealing with such a difficult situation, as well as explicitly stating that the situation with which they are dealing is extremely challenging. There should also be an appreciation that reporting an incident does not mean that it is resolved, and that the mentee might fear future interactions with the perpetrator(s). By outlining a clear process for what the person can do if they feel that future interactions are negative or if there is continued discrimination, the mentee knows that support is ongoing. Consequently, feelings of isolation are reduced and the mentee may be more able to demonstrate resilience because the necessary organisational support is in place.
In recent years, in England, there has been more of an investment in mentor training, but knowing how to effectively mentor those from underrepresented groups is not an area of explicit focus. Mentors require high-quality ED&I training, with examples and non-examples of what adopting an ED&I lens looks like in practice in order to develop mentor competency and confidence with ED&I techniques. Admittedly, time is always a barrier, so an ED&I lens should be integrated into existing training, procedures and processes. Essentially, ED&I training for mentors should be part of wider whole-school ED&I activity, focusing on recruitment and retention. While the mentor’s role is greatly important, they do not work alone. Everyone has a part to play in ensuring that trainees and early career teachers from underrepresented groups receive the support that will allow them to remain within the teaching profession.
This article is based on ‘Coaching and mentoring with an ED&I lens’, a chapter from Raheem N and Rothery F (2025) Equity, Diversity and Inclusion in Schools: A Practical Guide for Creating a Culture of Belonging. Abingdon and New York, NY: Routledge.
