Why EDI is important in education?

Equality, Diversity and Inclusion are key components of any healthy organisation. They provide the foundational elements for everyone to thrive.

Pupils and staff deserve to be treated with dignity and respect in their learning and working environments and feel safe to be themselves without feeling the need to hide aspects of their identity, such as their race, religion, disability, sexual orientation, etc. Training staff to understand their pupils’ diverse needs, cultures and experiences helps them support their pupils fairly and without bias, enabling pupils to engage fully, knowing that their contributions are valued. Teaching pupils about differences helps them appreciate and respect different cultures, views and perspectives, enabling them to develop empathy and collaborate effectively in a diverse, connected world. A proactive and consistent approach to breaking down barriers and accommodating needs, cultures and experiences creates an inclusive environment. It creates a thriving community.

What does each of the terms mean?

Equality means treating everyone fairly and equally, with the same level of dignity and respect and ensuring no one is treated less favourably than someone else. The term equity is also useful here because it means putting things in place according to individual needs to achieve an equal outcome.

Diversity is about recognising, respecting and celebrating visible and non-visible differences and valuing each individual’s unique skills and attributes. Staff and pupils should be encouraged to understand and appreciate differences to break through misconceptions, stereotypes and prejudices/ biases, establishing a fair, respectful and inclusive school culture.

Inclusion means creating an environment where every pupil and staff member feels valued and respected. If we get the equality/ equity and diversity piece right, staff and pupils will feel safe, valued and included, leading to a sense of belonging.

EDI in education is important from both a legal and moral/ ethical perspective:

• Equality Act– all schools must adhere to the Equality Act 2010 by ensuring they do not discriminate against staff or pupils. Maintained schools and Academies also have to show due regard to the need to promote equality of opportunity, tackle discrimination and foster positive relationships to comply with the PSED
• DFE & OFSTED requirement– EDI is embedded in DFE and Ofsted frameworks
• Moral/ ethical requirement– Treating people fairly and equally, removing barriers to participation, respecting differences and developing an inclusive environment where everyone feels safe, is the right thing to do

To understand the importance of EDI in education, it can be helpful as a comparison to see what can happen in schools where EDI is not embedded: 

EDI not embedded

EDI embedded

Low pupil/ staff/ parental engagement and motivation Low-level disruption Frequent behaviour incidents Bullying incidents Racist, sexist and homophobic attitudes not appropriately challenged Environment not respected Some pupils needs are not met Some pupils feel vulnerable, anxious and unsafe Poor relationships Low morale- pupils and staff Lack of pride Pupils have low self-esteem and poor aspirations Low resilience Attainment gap widens Poor attendance and punctuality Pupils show a lack of respect for others Increased staff absence High staff turnover High pupil turnover Poor relationships between pupils, staff and parents/ carers Pupils make slow progress Poor results and outcomes Poor reputation

Good pupil/ staff/ parental engagement and motivation Positive behaviour and very few behaviour incidents Bullying and discriminatory behaviours are very rare and handled appropriately Pupils respect the school environment Pupil needs are proactively addressed Pupils and staff feel a sense of belonging and safety Strong relationships Good pupil and staff morale Pupils and staff show pride in their work and the school Pupils develop strong self-esteem and confidence Pupils show resilience Attainment gaps reduce Good attendance and punctuality Pupils and staff demonstrate high levels of empathy and respect Good staff and pupil retention Pupils, staff and parents/ carers collaborate and cooperate well Pupils make good progress Good results and outcomes Strong reputation Strong sense of community

Tips for embedding EDI in education:

• Clear expectations: Establish a code of conduct based on EDI principles to create a safe, respectful and inclusive environment
• Training: Ensure all staff have EDI training as part of their induction and provide CPD on equality issues. E.g. anti-racism, sexual harassment, unconscious bias, LGBTQ+, SEND etc.
• Policies: Establish a clear EDI policy, anti-bullying policy and other policies relating to equality. E.g. Religion and belief policy, Sexual Harassment policy, Transitioning policy (gender reassignment- staff, pupils, parents/ carers), Accessibility policy, and Menopause policy. Ensure hair and uniform policies do not directly or indirectly discriminate on the grounds of sex, race or religion
• Curriculum: Ensure curriculum content and materials are meaningfully representative of diverse people, narratives and perspectives
• Accessibility: Be proactive in making reasonable adjustments for pupils, staff, parents/ carers and visitors to the school
• Participation and partnership working: Encourage equal participation and engagement in all aspects of school life. Elicit pupil, staff and parent/ carer perspectives through surveys, ‘school voice’ and EDI champions groups. Listen and act on concerns, ideas and suggestions
• Fair and inclusive processes: Establish clear processes for investigating and handling any complaints of discrimination. Good practice is to involve people in the investigation with lived experience of the matter
• Inclusive recruitment and selection: Look carefully at where you post job adverts to ensure the most diverse talent pool sees them. Anonymise CVs/ applications. Curate diverse interview panels. Avoid free-flowing questions. Ensure decision-makers have unconscious bias training