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 | Lancashire Times A Voice of the Free Press |
Andrew Palmer
Group Editor
4:00 AM 22nd June 2021
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Less Than Half Of School Staff Feel Their Workplace Is Diverse – New Report Highlights Significant Issues In Schools
Image by truthseeker08 from Pixabay
It found that less than three-quarters of Minority Ethnic staff (69%) feel that their workplace is committed to promoting EDI compared to 83% of White British/Irish staff.
The study discovered that leadership teams are perceived to be less diverse than the wider staff body. Less than a third (28%) believe its leadership team to be diverse. Almost nine out of ten (88%) of those in a leadership position are confident that all staff are treated equally. However, this compares to just two-thirds (70%) of those that do not hold a leadership position.
Furthermore, only a third of staff (36%) consider the diversity of their school’s staff body to be representative of their student population. Almost half (47%) of respondents in urban areas, most notably London and the West Midlands, believe their school to be diverse. This compares to a quarter (24%) of those in rural areas.
Other notable findings from the research include:
68% of women and 70% of men from a Minority Ethnic background are confident that all staff are treated equally in school. This compares to 75% of White women and 81% of White men.
Respondents viewed opportunities for advancement differently. Four in 10 staff (43%) are not confident that decisions on promotions are made without bias. Between non-disabled and disabled staff there was a significant difference: just 45% of disabled staff felt confident that decisions around promotion are made without bias compared to 60% of non-disabled staff.
Religion also played a significant role in how valued staff feel at their school. It found that 65 per cent of respondents who selected a religion other than Christianity, said they feel very or quite valued in their workplace. This is lower than those who selected Christianity (73 per cent) and those who identify as agnostic or atheist (71 per cent).
68% of women and 70% of men from a Minority Ethnic background are confident that all staff are treated equally in school. This compares to 75% of White women and 81% of White men.
Respondents viewed opportunities for advancement differently. Four in 10 staff (43%) are not confident that decisions on promotions are made without bias. Between non-disabled and disabled staff there was a significant difference: just 45% of disabled staff felt confident that decisions around promotion are made without bias compared to 60% of non-disabled staff.
Religion also played a significant role in how valued staff feel at their school. It found that 65 per cent of respondents who selected a religion other than Christianity, said they feel very or quite valued in their workplace. This is lower than those who selected Christianity (73 per cent) and those who identify as agnostic or atheist (71 per cent).
The report by Edurio highlighted key differences between those who identify as male compared to those who identify as female. A higher proportion (65%) of men feel confident that decisions around promotion are made without bias at their school. This fell to just over half (57% of women. Furthermore, two-thirds (64%) of men are confident that their career is advancing in alignment with their personal needs and responsibilities compared to only 58% of women.
Ernest Jenavs, CEO of Edurio said: "The last year has highlighted the magnitude of global challenges around EDI. The diverse backgrounds and identities of employees in education should have no adverse effect on their experience but we still have some way to go to get there. Many school and trust leaders have stepped up to better understand the challenges. We have looked deeper into EDI among school staff across England than has ever been done before. Edurio would like to thank every individual who has shared their experiences. This report is only the first of a number of publications shedding light on how the education sector can become more inclusive for all school staff."
Evelyn Forde MBE, Headteacher of Copthall School, said: “I was very impressed with the content of the questions used in the EDI review. I felt they were specific and the focus on being able to capture how ED&I is woven throughout a school (or not) was expertly done. This is an important piece of research and I would encourage all school leaders to engage with its findings."
Hannah Wilson, co-founder of #DiverseEd, said: “We are one of the many grassroots communities who are passionate about diversity, equity and inclusion; who create events, training opportunities and spaces for meaningful conversations. We want and need: more diverse teachers to be attracted, recruited and retained; more diversity in the make-up of leadership teams and governing bodies; more representation in the curriculum; more inclusive policies and practices to create a sense of belonging for all. This report by Edurio identifies where schools are succeeding and where more could and should be done. We encourage all educators to read this vital piece of research and to consider how we can all be part of the solution in dismantling the systemic, societal and structural barriers in the sector.”
Ruth Golding, founder of DisabilityEd, said: "This research reflects what we pick-up through the DisabilityEd UK network. The data around feeling valued, and some colleagues’ jokes or comments to them reflects an ableist environment that many experience. I founded DisabilityEd to raise awareness of how to make education accessible by supporting disabled educators to get the reasonable adjustments that they need. This research highlights how far there is still to go."
Leora Cruddas, CEO of the Confederation of School Trusts, said: “Edurio’s latest research is a fascinating snapshot of EDI in schools today. Although we have all made great strides towards building an inclusive workspace, it is clear we have more work to do. I urge all school leaders and their staff to continue to listen and evolve.”