In two-thirds of English primary schools and almost a fifth of secondary schools, pupils do not get the opportunity to be taught by a teacher of colour*, because there are none.
While graduates of colour are more likely to apply to teacher training than their white peers, they are less likely to be accepted for teacher training, or to become a qualified teacher. These disparities are most stark at career entry but are compounded at later stages of a teaching career. We need to promote four times as many teachers of colour to headteacher positions – about 2,500 more – for the role to become representative of the ethnic makeup among people of the same age in the wider population.
This inequity is not new. But to change the story, we need to understand why and take appropriate action. That’s why we partnered with Mission 44 to undertake an evidence review, to understand the barriers faced by teachers of colour and identify promising approaches to increasing ethnic diversity at all career stages. They are using this review to inform their commitments and actions towards the goal of a more inclusive education system led by diverse teaching staff.
The message from the research was clear. Teachers of colour report being socially excluded, stereotyped, rejected for promotions or professional development, and experience overt racism. For example, teachers of colour may be motivated to introduce diverse content into their teaching only to find this is challenged or disparaged by colleagues.
