Diversity in teaching: Addressing challenges from entry to leadership

In a comprehensive evidence review funded by Mission 44, the National Foundation for Educational Research (NFER) delves into the persistent challenges faced by teachers of colour across all stages of their careers, from entry to senior leadership roles

CREDIT: This is an edited version of an article that originally appeared on NFER

Entry-level struggles

While people of colour are proportionately represented in initial teacher training (ITT) applications, the evidence suggests lower acceptance rates compared to their white counterparts. The struggle doesn’t end there; those who enter ITT courses often encounter isolation, particularly in cohorts with few individuals of colour. Reports indicate inadequate preparation and support from ITT tutors and mentors, leaving them unprepared for the diverse challenges, including racism, they might encounter in the teaching profession.

Equality, diversity, and inclusion policies

NFER recommends a strategic approach involving Equality, Diversity, and Inclusion (EDI) policies and training for teacher educators. Moreover, careful consideration of EDI factors when selecting school placements is advocated to create a more inclusive environment for aspiring teachers of colour.

Encouragement and ‘invisible glass ceilings’

The review identifies key barriers to leadership roles as a lack of encouragement, racial bias, and cultural or faith-based preconceptions. Seasoned teachers of colour express frustration due to limited opportunities for progression, citing inadequate support and encountering an ‘invisible glass ceiling.’ Another obstacle revealed is the inclination or encouragement for teachers of colour to opt for middle leadership roles that offer limited pathways to further advancement.

Proposed solutions:

Inclusive selection panels and mentorship

To enhance leadership development, the review proposes inclusive selection panels for senior posts, ensuring representation of people of colour. The importance of mentoring support is underscored, advocating for mentors from the same racial background, duly trained and compensated. The establishment of a positive institutional culture for racial equality is identified as a critical enabler for encouraging the progression of teachers of colour into leadership roles.

Systemic change: Long-term focus on ethnic diversity

NFER urges a prolonged commitment to systemic change, with a focus on supporting schools in enhancing ethnic diversity among teachers and leaders. Collaborative efforts involving teacher and leader organisations, as well as ‘middle tier’ entities like multi-academy trusts (MATs) and local authorities (LAs), are recommended for fostering a more inclusive educational landscape.

In navigating the complexities of diversity in teaching, concerted efforts towards an anti-racist school culture and a positive working environment are crucial. Breaking down these barriers requires a collective commitment to fostering inclusivity and equal opportunities for teachers of colour throughout their professional journeys.

For more information, you can read the full report here.