LAURA EVANS AND KERRY-ANN McNAMEE-OBI, WOODBRIDGE HIGH SCHOOL, UK
Introduction
Despite increasing diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences among students in UK schools (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2025), the teaching workforce (particularly at leadership levels) remains disproportionately white and does not reflect the students or communities that we serve. The National Foundation for Educational Research (NFER, 2022) published a landmark study highlighting the sharp drop-off in ethnic minority representation as staff progress into middle and senior leadership roles.
Analysing our own data from 2023 showed that we also had a significant issue with representation: with 51 per cent of our students from minority ethnic backgrounds, this compared to just 24 per cent of middle leaders and 10 per cent of our senior leadership team.
A multi-layered strategy
Racial literacy training
In line with recommendations from the Runnymede Trust (Joseph-Salisbury, 2020), we recognise the need for deliberate training in order to better understand the lived experiences of students from ethnic minority backgrounds. Horsford (2014) emphasises that racial literacy training in schools not only benefits students but also enhances workplace culture for ethnic minority colleagues by building understanding of lived experiences, fostering psychological safety and promoting equitable decision-making – conditions essential for leadership development.
To build shared understanding and collective responsibility, all staff in our school completed ‘Hemisphere’, a research-informed racial literacy programme. Each year, we focus on the experiences of a different group – last year, Black students; this year, South Asian students.
Staff gained deeper insight into the impact of microaggressions and how these can trigger the brain’s shift from ‘learning mode’ to ‘survival mode’ (Ham, 2017). Of the 2,060 staff who completed the training in our borough last year, 95 per cent reported a better understanding of Black students’ experiences, and 91 per cent said that they were likely to change their practice as a result. Monthly check-ins tracked progress against key school-wide commitments, ensuring momentum and accountability.
Appraisal conversations and CPD pathways
Building on this foundation, we ensure that appraisal conversations and CPD (continuing professional development) pathways actively support equity in career progression. The NFER (2025) reports that teachers from Asian and Black backgrounds are significantly more likely to express intentions to apply for promotion than their white counterparts – yet representation at leadership level remains low.
MacFarlane (2023) recommends practical strategies to close this gap in Unity in Diversity. One of the most impactful for our schools has been equitable access to career progression conversations. As part of our appraisal process, every member of staff is given protected time in which to discuss aspirations with their line manager, using questions such as:
- Are there any areas of Woodbridge you would like to learn more about?
- Do you feel that any of your skills are being underutilised?
- What are the biggest obstacles preventing you from reaching your potential?
Responses inform development opportunities, mentoring and shadowing. For those aspiring to senior leadership, we connect them with mentors in neighbouring schools where similar lived experiences cannot be matched internally.
The impact has been significant. A newly appointed head of year reflected:
Having the chance to be reflective about my career progression and potential barriers was incredibly rewarding and opened up opportunities for me… Being afforded the opportunity to speak openly about representation and what this means for my career undoubtedly boosted my confidence.
Before her appointment, our school hadn’t had a head of year from a minority ethnic group for 10 years.
Recruitment
Finally, equitable recruitment practices ensure that aspirations translate into representation. Research shows that diverse panels and inclusive language in job adverts significantly improve outcomes for minority ethnic candidates (Oware, 2014). These measures complement the previous two strategies: racial literacy builds an inclusive culture, appraisal pathways nurture talent and recruitment removes systemic barriers, together forming a coherent approach to equity in teacher development and leadership.
Evelyn Forde recommends introducing diversity into interview panels: where schools lack minority ethnic leaders, governors from diverse backgrounds can help to diversify panels (UCL Institute of Education, 2025). A lack of diversity not only signals to candidates that they may not belong but also statistically reduces their chances of being hired (Prewett-Livingston et al., 1996).
In response, we now ensure that every interview panel includes at least one member from a minority ethnic background, and we explicitly encourage applications 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 in our job adverts.
Reflections and next steps
While we’re beginning to see impact – such as a 10 per cent increase in ethnic minority representation among governors and middle leaders and greater staff confidence in discussing race – we recognise that this does not mean that our work in this area is complete. Moving forward, we are prioritising social media campaigns and targeted community engagement to attract external governors from minority ethnic backgrounds, enriching our leadership with diverse perspectives and expertise.
Representation in leadership doesn’t always happen organically; it requires intentional, sustained action. Even when progress feels slow, we remain committed – because this work is fundamental to improving how schools serve their communities.
