Natalie, PSHCE and Geography Teacher, shares what diversity and inclusion means to her and how she creates an inclusive classroom.
What is diversity, equity and inclusion?
“To me, diversity and inclusion mean recognising, respecting, and celebrating the unique identities, backgrounds, and experiences of every pupil. It’s about creating a learning environment where all students — regardless of their race, gender identity, language, ability, socio-economic background, or family circumstances — feel seen, valued, and empowered to succeed.
Having grown up in the ‘Rainbow Nation’ and taught in international settings, I’ve developed a deep appreciation for the richness that diversity brings to the classroom. Inclusion, for me, is not just about access — it’s about belonging. That includes ensuring that pupils with SEND, those in receipt of Pupil Premium, EAL learners and their families, and LGBTQ+ students are all supported in meaningful, personalised ways.”
Why diversity and inclusion are important in education
“Diversity and inclusion are essential because they create the conditions for equity, empathy, and excellence. When pupils see themselves reflected in the curriculum and feel that their identity is respected, they are more likely to engage, achieve, and thrive.
Inclusive education also prepares young people to live and work in a diverse society. It fosters critical thinking, compassion, and global awareness — qualities that are especially important in geography, where we explore the interconnectedness of people, places, and environments. Ultimately, inclusion benefits everyone, not just those with identified needs.”
How to create an inclusive classroom environment
“I strive to make my classroom a space where every pupil feels safe, respected, and inspired to learn. My displays reflect a wide range of cultures, genders, and ethnicities, and I ensure that LGBTQ+ identities are represented and respected, including the use of pupils’ preferred pronouns.
Seating plans are carefully arranged to support peer collaboration and reduce anxiety, particularly for pupils with SEND or social, emotional, and mental health needs. I provide fidget tools like putty for those who benefit from sensory input, and I adapt resources to ensure accessibility for all learners.
For EAL pupils and their families, I use Google Translate to send home key communications in their home language and work closely with the EMTAS liaison officer to bridge language barriers. This helps families feel more connected to their child’s education and builds trust and engagement.”
How to ensure learning is inclusive
“Inclusive learning is about meeting pupils where they are and helping them grow with confidence. I differentiate my teaching using scaffolds such as sentence starters, visual aids, and chunked tasks, which are especially helpful for pupils with SEND and those in receipt of Pupil Premium.
I use storytelling techniques to break down complex geographical concepts, reducing cognitive overload and making content more relatable. Cold calling and mini whiteboards ensure that all voices are heard, not just the most confident.
One of my classes includes over 20 pupils with a range of SEND needs. I’ve adapted the behaviour policy to include a verbal warning before written ones, which helps pupils self-regulate and remain in the learning environment. I also use stickers and a reward system to celebrate effort and progress, which has had a noticeable impact on motivation and engagement.”
The impact of D&I on teaching and learning
A D&I focus can have a powerful impact on teaching and pupils.
“One of the most impactful examples has been my use of subtitles in Russian and Persian/Farsi for my EAL pupils, many of whom are refugees. This small but intentional adjustment has significantly boosted their confidence and participation. One pupil, who initially struggled to engage, began contributing to mini whiteboard quizzes.
I’ve implemented a range of inclusive strategies from visual scaffolds and sensory tools to tailored behaviour approaches. These adjustments have led to a noticeable improvement in engagement, particularly among pupils with SEND and those in receipt of Pupil Premium.
I’ve also made a conscious effort to support LGBTQ+ pupils by using inclusive language, respecting pronouns, and ensuring that representation is visible in classroom materials. These actions, though small, have helped foster a sense of safety and belonging.
Finally, by working closely with EAL families — through translated emails and support from EMTAS — I’ve been able to build stronger home-school partnerships, ensuring that parents feel included and informed about their child’s progress and wellbeing.”
Creating a ‘culture of error’ to encourage growth
"I’ve created a ‘culture of error’ where pupils are encouraged to ‘have a go’ without fear of being wrong. I always emphasise to my students that it is absolutely okay not to know something — learning is a journey. However, it is not okay not to try. Effort is essential. Mistakes are not failures; they are opportunities to grow. No one ever learned the right answer without first being willing to get it wrong. Trying, even when uncertain, is how real learning happens."