Seeing ourselves in the classroom: Teaching, leading and belonging with a visible facial difference

Perspective

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Published on: February 19, 2026

6 min read

GAYNOR BAHAN, FCCT, NCETM ASSISTANT DIRECTOR FOR SYSTEM LEADERSHIP, ETIO, UK In this perspective piece, I’ve aimed to use my own experience to highlight an underrepresented dimension of diversity: visible facial difference. I share a personal reflection to illustrate the issue, consider some existing research and conclude with some suggested practical steps for building a more inclusive teaching workforce. I was born with a cleft lip. Roughly one in 700 people worldwide are born with a cleft lip or palate (CLAPA, 2024a). Yet in more than 40 years as a student, teacher, school leader and now national education leader, I have never once encountered another person with a cleft lip or other visible facial difference at the front of a classroom or in educational leadership. This absence matters – not just personally, but for other adults with visible facial differences considering teaching or leadership roles. It also matters for the one in 700 students with a cleft lip, and others

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Seeing ourselves in the classroom: Teaching, leading and belonging with a visible facial difference

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