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There is a curiously British aversion to talking about matters that might upset the neighbours. This feeling lurks at the back of many a staffroom, like some unwelcome spectre at the feast, or an aged parrot on the shoulder, grown weary by the passing of the years. Yet, disturb things we must. If schools are to become places of belonging, then some difficult conversations need to take place. This blog – the third in the ‘Belonging’ Series – is about how.

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