WELLBEING
Recruitment Pupils
It is important that our organisations reflect society , so we should seek to ensure that our community reflects more than just the area in which we are located . That means we must be intentional about diversity in pupil recruitment . As part of this , it is important that financial assistance is available to ensure a broad range of socioeconomic backgrounds in the school . To achieve this and all forms of diversity , the website must be clear and welcoming . Parents can be put off by the language used ( for example many schools still use the rather grudging “ tolerance ” as a school value , rather than “ respect ” which is wholehearted . They can be put off by application forms which make assumptions about their or their child ’ s characteristics and identity , or which don ’ t highlight the support available . They will also worry if policies are not publicly available , and they have to apply to the school for them . Some do , but many will move on in search of a school which is more transparent . Entrance requirements should also take diversity into account not just to seek the right pupils , but to set their expectation , before joining , of the diverse culture the school is promulgating .
Staff
Many schools are already highly diverse in their pupil body . The challenge is then to ensure that the staff body reflects the pupil body . This can be hard to achieve especially for schools located in areas that are not diverse or where property prices make moving to the area expensive . However , there is one easy first step and that concerns the recruitment process . Advertising in the right places is vital . Using a range of sites , some of which explicitly target ethnically diverse candidates , can help . Building links with universities may also bring dividends . Schools should ensure that commitment to diversity and inclusion is clear in job adverts and on the website . Lastly , HR departments should also be prepared to spend time nurturing applicants who might be put off by the history of the school and / or its location . For both pupils and staff , having a well run and clearly advertised transport service can also help open the school to a broader range of applicants .
Induction
The experience pupils and staff have as they join is every bit as important as the recruitment process . It is easy to assume that those who have joined the community will know where to go , what to do , how things work and that they will have plenty in common with others around them . However , educational and cultural backgrounds are very different , and time spent in orientation and ice-breaking activities is beneficial . Spending time allowing pupils and staff in teams to get to know each other ; and address , explicitly , how people like to work , learn and what their goals are will pay dividends for every member of the community .
School life
In his work on multiculturalism James Banks identified five key elements to help schools ensure their community is truly diverse .
• Content integration : Every area of the school curriculum and co-curriculum must be examined through the lens of diversity so that pupils recognise their own experience and cultural background as well as being enlightened by others . Schools could consider writing guidance for teaching and learning departments to encourage them to reflect on inequities in their subject and how these might be overcome , to consider role models and displays carefully , to contextualise course materials and explain this explicitly to students ; discussing assumptions and stereotypes in course materials as well as any limitations in demographic representation .
• Equity pedagogy : It is important to use appropriate teaching methods by recognising diverse ways of learning and knowing . Pupil-facing staff should be empowered to support students as individuals and should model inclusive language , avoiding idioms which might exclude and employing a range of techniques and resources by staying abreast of current pedagogical research . Employing methods which are known to help SEN pupils , for example , enables everyone in the classroom to access material , without pinpointing specific needs . Pupils can also be empowered to educate teachers about their cultural and experiential background . It is also important when dealing with a pastoral matter or a behavioural incident to first ascertain the pupil ’ s context to ensure an equitable response .
• Prejudice reduction : Schools should concentrate on reducing stereotyping and increasing intergroup relations by targeting students ’ attitudes to diversity in the classroom and around campus . It is fundamental that expectations are explicit
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