ROXANNE LASHLEY ALLEN, FOUNDER OF REFLECTED SUPERVISION AND EX-DEPUTY HEADTEACHER, UK
For too long, reports have highlighted the lack of diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences within the teaching profession and the challenges faced once global majority teachers join the workforce. While recommendations have been made by many organisations and researchers, such as Miller and Lashley (2022), their widespread adoption has been limited. More recently, the report published by the National Foundation for Educational Research (NFER) on ethnic disparities in the workforce highlighted the longstanding issues encountered by educators from the global majority (Kotonya et al., 2025). These challenges exist from the point of submitting an initial teacher application through to attempting to secure headships. Coaching and mentoring are frequently cited as valuable tools to aid professional development and often directly address issues of recruitment and retention. However, reflective supervision is an additional approach that is often overlooked. This article will explore the ways in which coaching, mentoring and the not-so-familiar reflective supervision can be effective in developing – and ultimately retaining – global majority staff in a system where their presence is critical in supporting an equitable education for all students.
Teachers operate within a complex landscape. The education sector is a space where teachers have reported excessive workloads, pressures of OfstedThe Office for Standards in Education, Children’s Services and Skills – a non-ministerial department responsible for inspecting and regulating services that care for children and young people, and services providing education and skills, higher levels of challenging behaviour and a rise in parental complaints (Education Support, 2024). What is more concerning is that global majority teachers also experience additional layers of challenge, such as microaggressions, barriers to progression, tokenism and code switching (Education Support, 2023). Smith (2009) describes the effects of these additional challenges as ‘racial battle fatigue’, which encompasses ‘the psychological, emotional, physiological, energy, and time-related cost of fighting against racism’ (p. 298).
Bradbury et al. (2022) report on the experiences of minoritised teachers in schools, exploring how this shows up within an educational setting. They found that global majority teachers experienced racism in multiple forms within the education system, such as being hypervisible in the workplace and often being recruited for pastoral roles with a responsibility for behaviour. This pigeonholing of global majority teachers can lead to them being overexposed to more emotionally challenging situations, which can have a negative impact on their wellbeing. To avoid these pitfalls and effectively support global majority staff, leaders must understand the needs of their workforce, and professional development should be prioritised, as stated in the standard for teachers’ professional development (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2016).
Coaching and mentoring – the status quo
Coaching and mentoring are tried and tested avenues to develop staff in a range of sectors. They are both mechanisms that enable professional and personal development, with a clear focus on work and career growth. Oberholzer and Boyle (2023) see both as powerful ways in which to develop strong learning relationships and strengthen working ones. Ogbonna (2019) suggests that promotion opportunities and decisions are usually influenced by mentoring and sponsorship ties but highlights the lack of opportunity for those from a global majority to gain that mentorship compared to their white counterparts. The lack of tailored support and recognition for educators from diverse backgrounds can exacerbate feelings of isolation and contribute to burnout. Therefore, it is incumbent on school leaders to be intentional about the equity policies and make a range of professional development opportunities available to global majority staff in order to retain them.
To assist with high levels of engagement in coaching and mentoring, it has been argued that sessions should be delivered by those who understand the lived experiences of the coachee/mentee (Shah, 2022). The coach/mentor does not have to be from a similar ethnic background, but they should have a high degree of cultural understanding and an openness to learn. When this is achieved, there is a higher chance of establishing a trusted relationship where teachers can be open and honest about their experiences.
What is supervision in education?
Reflective supervision is a safe space for teachers to share complicated issues that arise in the workplace with a trained professional and find ways to navigate and solve problems in a non-judgemental environment. Supervision is routinely used to support clinical practitioners and social workers, due to the complex nature of their roles, and despite teachers being exposed to similar complexities, this approach is yet to be systematically extended to education. Hawkins and McMahon (2020) believe that supervision not only provides an opportunity for reflection but also gives the practitioner an understanding of themselves and the work that they do. Reflective supervision aims to support the mental health of staff and can provide an opportunity to gain clarity on goals for the future. While awareness of supervision is slowly growing in schools, it is still a relatively unknown approach within the sector. The new Supervision in Education Framework, published by the Supervision in Education Network in October 2025, is a step towards recognising its importance.
Building a flexible approach to professional development
Human beings are not one-dimensional; therefore, the professional development on offer should be varied. Piggot-Irvine and Biggs (2020) argue that relying on a single model does not allow enough flexibility to be responsive to the all-round needs of an individual.
Having a hybrid approach of coaching, mentoring and supervision means that you are able not only to support staff with their career goals but also to help to support their wellbeing and professional journey through intentional, structured discussions. The availability of all three approaches is a robust way of enabling teachers from the global majority to have a more holistic approach to their professional development. The hybrid approach of coaching, mentoring and supervision can help global majority staff to navigate bias and systemic barriers in education, alongside managing their wellbeing in an intentional way that is recognised by their school, avoiding burnout and increasing their sense of belonging. This support builds confidence for staff to authentically thrive in their roles, which will ultimately lead to improving retention across the sector.
