Nationally, we\u2019ve seen an increased focus on inclusion. Whilst there may not be a consensus on how inclusive practice can be achieved (how this should be funded, or how it might be implemented), a discussion that\u2019s centred on the experiences of our most vulnerable pupils is welcomed. The challenge? True inclusion requires us to move beyond performative, short-term \u2018solutions\u2019 and requires deep structural change that addresses systemic barriers. As a sector, we\u2019re notorious for describing inclusion and a sense of belonging for pupils as though it takes place in silo, or in a vacuum.<\/p>\n\n\n\n
Of course, that\u2019s nonsense.<\/p>\n\n\n\n
Research shows that when adults feel trusted, supported and purposeful, so do pupils. Perhaps unsurprisingly, in schools where adults are more engaged in their work, pupils are more engaged in their studies. ( Jerrim, 2025<\/a>).<\/p>\n\n\n\n Yet, the evidence base suggests our sense of belonging and safety isn\u2019t evenly distributed. (Kotonya, McLean et al 2025<\/a>) . Professionals who are underrepresented risk having to navigate systemic barriers and face a \u2018paradox of challenge\u2019; the need Whilst the national debate rages on, we might feel frustrated at our inability to directly affect large-scale reform. But let\u2019s take a moment to consider what is within our zone of influence.<\/p>\n\n\n\n Attending PGS\u2019 inaugural conference on \u2018Creating Inclusive Pathways for all Young People\u2019 brought into sharp focus the capacity educators have to effect meaningful change now. But Saturday was more than that; it was an opportunity to engage with difficult subjects, the things that are often left unsaid. A chance to engage in a nuanced debate with trusted colleagues about what is working well, and where we need to do There\u2019s much debate across the sector about what it means to belong, yet too often a crucial part of the conversation is overlooked. Psychological safety is the missing part of the puzzle for many pupils, parents and educators.<\/p>\n\n\n\n But what do we mean by psychological safety, and do we have a shared understanding of it?<\/p>\n\n\n\n Professor of leadership and management, Amy Edmonson, describes psychological safety as the ability to share concerns, ask questions and provide supportive challenge without fear of reprisal.<\/p>\n\n\n\n So, what are the conditions that foster psychological safety? What does inclusive leadership ask of us?<\/p>\n\n\n\n 1. Recruit for cognitive diversity<\/strong> Consider how to minimise bias through the selection process. Can application forms be reviewed with demographic information removed? Can interview questions be shared in advance, and does the interview process include tasks that simulate real work challenges, to provide equitable ways to test the skills of candidates from a range of backgrounds? Does the selection panel support independent evaluation, and where staffing is a challenge, can senior leaders from local schools or governors Developing cognitive diversity requires us to be intentional and seek candidates who bring fresh perspectives and challenge cultural norms. Are we able to shift our thinking from \u2018does this candidate fit in our culture?\u2019 to \u2018what can this candidate add to our culture?\u2019 This begins at the point of recruitment, careful choice of language when advertising (for example, avoiding gender coded language), and actively recruiting from diverse pools is integral.<\/p>\n\n\n\n 2. Address power gradients<\/strong> We\u2019re all subject to bias. We often experience this through internal policies, systems and processes. The challenge for us as educators is that bias hinders cognitive diversity by creating mental shortcuts (heuristics) that favour familiar, homogeneous 3. Collective reflection<\/strong><\/p>\n\n\n\n The influence of leaders is significant, given the inherent power structures that exist in workplace interactions. However, they don\u2019t shoulder all of the responsibility. We all influence culture, therefore we all have a collective responsibility. Consider the 4. Build a culture of safety through small actions<\/strong><\/p>\n\n\n\n Psychological safety is low across many parts of the education sector; a lack of resources and systemic challenges magnify this issue. People are less likely to speak up about problems and concerns if they feel they\u2019re already operating in an overwhelmed system. But even if we\u2019re unable to directly influence large-scale systemic change, we can still make small changes to our own behaviour and practice. Changes that cumulatively foster safety for the wider school community.<\/p>\n\n\n\n When speaking up is rewarded and safe, it ceases to be \u2018high stakes\u2019 and becomes part of the daily workflow. How can this be operationally and systematically built into daily practice? For example, modelling how to professionally disagree, encouraging supportive challenge and explicitly articulating your willingness to hear an alternative perspective.<\/p>\n\n\n\n Finally, let\u2019s consider inclusive approaches to communication. It would be reductive to assume that psychological safety only referred to speaking up \u2018in the moment.\u2019 Often, that isn\u2019t a realistic ask, nor is it necessary. How do stakeholders articulate their views? Who might benefit from accessing a range of communication methods and platforms, for example, non-native English speakers or neurodiverse members of the school community? We want to consciously create spaces where people can share ideas or concerns and provide equitable ways to achieve this.<\/p>\n\n\n\n 5. The work starts with us?<\/strong><\/p>\n\n\n\n The way in which we build relationships is informed by a range of deeply personal factors. This is exemplified through attachment theory, which reveals that our early bonds with care givers creates blueprint for all adult relationships, including those at work. (Barron, 2024<\/a>). These early \u2018imprints\u2019 fundamentally shape how we handle feedback, navigate conflict and delegate responsibility. We are wonderfully flawed human beings; we bring both our professional selves and our lived experiences to work. If, as educators, we\u2019re tasked with creating spaces that are inclusive and safe; perhaps this work starts with us? Edmonson emphasises the importance of teams feeling safe to take interpersonal risks, (2024<\/a>). Naturally this requires time, trust and cultural humility.<\/p>\n\n\n\n Concluding thoughts:<\/p>\n\n\n\n Psychological safety is not just a \u2018nice to have\u2019. The evidence base shows that teams with a strong culture of psychological safety report higher levels of retention, they more readily share knowledge, and they\u2019re more resilient. They perform better (Liu & Keller, 2021)<\/a>. Employees immersed in these cultures report higher levels of wellbeing and recognise psychological safety as a protective factor (Bahadurzada et al, 2024<\/a>).<\/p>\n\n\n\n To fully harness the power of cognitive diversity and create a sense of belonging we need to clearly articulate the benefits. Diversity of thought can enhance the team\u2019s performance and improves outcomes, as well as fulfilling a wider moral purpose.<\/p>\n\n\n\n If we\u2019re responsible for creating inclusive cultures where our young people can feel safe and purposeful, maybe that work starts with us? Laura McPhee is Director of Education at University Schools Trust and author of \u2018Empowering Teachers, Improving Schools: Belonging, psychological safety and school improvement<\/em>.\u2019 Pick up your copy here.<\/a><\/p>\n\n\n\n To fully harness the power of cognitive diversity and create a sense of belonging, we need to clearly articulate the benefits. Diversity of thought can enhance the team\u2019s performance and improve outcomes, as well as fulfilling a wider moral purpose.<\/p>\n\n\n\n
to confront inequity despite lacking a genuine sense of belonging. Schools are microcosms of society that reflect broader societal inequities. To create a truly inclusive environment, we need to be prepared to relinquish our power and privilege.<\/p>\n\n\n\n
The keynote speakers and panellists reminded us that rather than \u2018fitting the child into the system\u2019 we need to design better systems for our children. Leaders from Lilian Baylis articulated the tension between our professional identities, our personal values and the systemic barriers pupils, families and educators face.
Throughout the day, Richard and the team at PGS exemplified strong practice; demonstrating their ability to support the academic, social and emotional development of pupils across phases, using an evidence- informed approach with impressive results\u2026<\/p>\n\n\n\n
better for our young people. A call to action.<\/p>\n\n\n\n
Cognitive diversity can arise from a number of sources: educational background,
professional background, cognitive style, values, demographics and lived experience. But do we actively seek it out? Champion and nurture it? If we\u2019re not able to create an inclusive culture for our colleagues, we can expect it to be absent
for our pupils.<\/p>\n\n\n\n
support with the selection process?<\/p>\n\n\n\n
Power gradients can unintentionally cause harm. For most settings, this is the elephant in the room. However well-intended we are, it can be tricky to raise a concern with a senior colleague or line manager. When we introduce processes that seek to \u2018flatten the power gradient\u2019, we can improve psychological safety. Small changes to behaviour can have a significant impact. Individuals often dominate in meetings; rotating the chair enables other perspectives to be shared (Syed, 2021<\/a>). Similarly, inviting others to jot down their thoughts before launching into discussion enables a broader range of perspectives to be heard.<\/p>\n\n\n\n
perspectives. We risk discounting dissenting voices and diverse perspectives. Consider how policies are created. Are they co- constructed with stakeholders? In decision -making spaces, how intentional are team members? Do leaders ask whose voice is not being heard?<\/p>\n\n\n\n
systems and processes that can facilitate collective reflection. This might include structured, protected time at the end of meetings for reflection. A collaborative process for the team to analyse shared experiences, to enhance learning, improve performance, and build resilience. This requires critical dialogue about past actions so that they translate into future improvements.<\/p>\n\n\n\n