# data[].attributes.attachment_link.readable_text
In March I will be running a workshop at the ASCL Annual Conference where this year's theme is 'Diverse Leadership'. As founder of LGBTed, I have been fortunate to work with ASCL and seen first-hand the Association's commitment to delivering change in the sector. LGBTed is proud to be partnering with ASCL and delighted to be able to showcase our work at the Annual Conference, continuing the conversation about why LGBTQ+ Inclusion is vitally important.

At LGBTed we think it's vitally important that children and staff have role models from the LGBTQ+ community. The old adage 'you can't be what you can't see' rings so true still and for someone who didn't have any role models at school, I know how damaging that can be. We know self-harm is disproportionately high amongst members of the LGBT community and we know that the average life expectancy of someone from the transgender community is 35. It makes me unbelievably sad that someone should feel so isolated and ashamed to the extent they would harm themselves, often with devastating consequences. If people have role models who are proud to be members of the LGBTQ+ community that can send such a powerful message to our aspiring leaders of the future (staff and children). It says: I'm me, and you can be you too.

I wasn't always 'out' at work, but after one particularly difficult experience I vowed never to hide who I was again. I would be me and I would make sure that I chose places that allowed me to do so.

I consider myself a role model at work, to my team and my peers and I'm committed to living by these rules every single day:

L ead with pride: talk about what you did at the weekend, be open about who you are, talk about the things you are passionate about and champion initiatives you feel can make a change. It's important to be a leader who knows who they are and isn't afraid to show it.

E nable others to be themselves: by leading with pride you'll give others the confidence to be themselves. Remember, diversity isn't just about LGBTQ+, it's about diversity of thought, of working style and communication. We need to encourage people not to fit in with the dominant leadership style and to bring their true selves to work.

S peak up against homophobia, biphobia and transphobia: speak up, and particularly if hetero and cisnormativity dominate your organisation. People may not realise the impact of their language or behaviour.

B e honest: always. People work better when they can be authentic so try to bring your whole self to work where you can.

I ntegrity matters: even if it feels uncomfortable, it's important to persist in championing diversity even if it isn't always easy to do so.

A llies are important: as an LGBT role model it's important to understand who your allies are; they can be a powerful driver of change in your organisation.

N ever give up: Never. Give. Up.

If you're coming to Annual Conference, I hope you'll come and speak to me or join me at my workshop where I'll be talking about some of the practical steps schools and colleges can take to ensure they are being LGBTQ+ inclusive for both staff and students.

Follow@LGBTedUK on Twitter or find out more about the work of LGBTed here.

Hannah Jepson is co-founder and Director of LGBTed, a network of LGBT+ teachers and leaders, empowering them to be authentic in schools, colleges and universities, to support students and to be an advocate for increasing LGBT+ visibility in our education system.

Hannah's workshop, LGBTQ+ Inclusion in Education: Letting go of the past and hopes for the future, is at 11.30am on Saturday 14 March.

# data[].attributes.attachment_link.description
In March I will be running a workshop at the ASCL Annual Conference where this year’s theme is ’Diverse Leadership’. As founder of LGBTed, I have been fortunate to work with ASCL and seen first-hand the Association’s commitment to delivering change in the sector. LGBTed is proud to be partnering wi…

# data[].attributes.body
Articles > Be LGBT inclusive - Leader Magazine

# data[].attributes.attachment_link.readable_text
With everything else we have to do, it is perhaps understandable that creating an LGBT supportive culture in our schools and colleges falls down many leaders' priority lists. But there are things we can all do to make a huge difference to LGBT staff and pupils, many of which only take a matter of minutes.

1. Get the rainbow flags out

Straight people might find it hard to appreciate how comforting many LGBT people find a humble rainbow flag. Whenever I go anywhere, in my personal or professional life, I look for this universal, but not ubiquitous, symbol. When I see one, I relax a little. It shows me that the people who run this organisation, whether it be a restaurant, shop or a school, are trying to tackle prejudice. The rainbow signifies there is an intention to include people like me, that any discrimination I face for being gay while I am in this space will not be tolerated. Having a rainbow flag in reception, on your letterhead, as badges or ribbons on pupil and staff lapels, tells everyone they are welcome.

2. Ask the librarian to order some LGBT books

While mainstream adult fiction is still playing catch-up in terms of LGBT representation, young adult fiction is going through a golden age. There are hundreds of brilliant titles to choose from.

Ask your librarian to collate a list of LGBT-themed books to purchase or, if you have pupils and staff who openly identify as LGBT, ask them to come up with suggestions. A Google search of 'LGBT young adult books' will also do the trick.

3. Delete a few words

From the uniform policy In this day and age, schools shouldn't really have separate columns in their uniform policy for 'girls' and 'boys'. Some boys like to wear makeup. Many girls feel more like themselves in trousers. Some don't identify as 'boys' or 'girls' at all. Make it easy by just putting everything under one column: Uniform.

4. Change the sign on a toilet door

One of the big sticking points of providing adequate facilities for gender non-binary pupils (that is, those not identifying entirely as 'boys' or 'girls') is toilets. Simply get around the headache entirely by designating at least one toilet as usable by everyone. Maybe replace the gendered symbols with the word 'Toilet'.

5. Make sure all teachers know it is okay to include LGBT examples

During my own school days in the 1980s and 1990s, it was difficult for teachers to reassure gay students they were okay or to mention gay stuff in any way. This meant a whole generation of gay children were left feeling terribly alone. I genuinely thought I was the only gay person in the world for most of my childhood. That sounds ridiculous now, but how was I supposed to know otherwise? Even today, some teachers are not sure if they can talk about gay stuff in the classroom. Take any opportunity you can to remind pupils that it's not just okay to do so, but it's essential. Even in the internet age, LGBT pupils can feel very alone. But telling them that this scientist, that artist, this musician and that mathematician were LGBT too will help them find their place in the world.

6. Ask your network manager to unfilter 'gay' words

It's not a good idea to ban the word 'gay' or 'lesbian' or any of the 'correct' terms to describe LGBT people. Instead, it's essential that we teach our children to use these words in the correct, non-pejorative way. And yet, even schools that have succeeded in making pupils well aware that gay is not an acceptable synonym for 'rubbish', forget to unfilter it on their IT systems. If a child is prevented from Googling 'gay history', how are they going to learn about it?

Deputy Headteacher David Lowbridge-Ellis shares ten simple ways you can support your LGBT staff and pupils. So, approve that order for rainbow ribbons or laces. And if your school has an equalitythemed club, make sure different members of the senior leadership team make guest appearances. I'm sure I don't need to persuade anyone of the need to create an LGBT-inclusive culture. Hate crime targeted at homosexual, bisexual and transgender people is depressingly prevalent in society as a whole. And although LGBT people are at significant risk from bigots, more are at even greater risk of harming themselves. LGBT people are far more prone to mental health issues and are much more likely to self-medicate with drink and drugs. Disturbingly high proportions of LGBT people, younger and older, have attempted to take their own lives. We're all very busy. But tackling this is surely worth ten minutes of everyone's time?

7. Remind everyone that diff erent families exist

Several staff in our school in same-sex relationships have children. My own niece and nephew have two dads. We should never assume everyone has the default 'mummy and daddy', denying the possibility that some have 'mummy and mummy' or 'daddy and daddy', 'mummy' or 'daddy', or 'carer' or 'grandparent'.

I encourage staff to use fully inclusive phrases like 'someone at home', as in, "Ask someone at home to test you on these spellings."

8. Challenge staff to be representative when reviewing the curriculum

Our profession's renewed focus on curriculum is the ideal opportunity to make sure what we teach represents more than the experiences of a narrow section of society.

How much of what we currently teach is rooted in the thoughts and actions of straight, white men? Anyone who says, "Yes, but straight, white men wrote all the best books and made all the important discoveries and decisions" clearly isn't looking hard enough. So, next time your staff are having a curriculum planning meeting, throw in a provocation: find the LGBT people in their subjects. They are out there, waiting to be discovered.

9. Make sure everyone knows it's okay to be themselves

After having more than a dozen trainee teachers and new staff ask me if they were allowed to tell pupils they were in a relationship with someone of the same sex, I decided to build this into our induction programmes. It's worth all of us checking our recruitment and induction procedures to make sure the message is 100% clear: it's okay to be yourself.

It works the other way around, too. Until a few years ago, I still encountered young people who were not sure where they stood if they came out to a teacher. "Do you have to report this somewhere? Do you have to tell my parents?" That's why our pupils learn the answer to these questions is "absolutely not" in the first personal, social, health and economic (PSHE) unit of Year 7.

10. Make LGBT everyone's responsibility

In many schools, the person 'responsible' for Equality and Diversity belongs to a minority group themselves. You may think, "Well, it makes sense to appoint them to the role because they know what they're talking about." However, if you don't create ways for everyone to show their support, you might end up making it appear like it's one person's crusade rather than a mission that everyone needs to get behind. Individuals, however passionate, only change the world when they have allies. So, approve that order for rainbow ribbons or laces. And if your school has an equalitythemed club, make sure different members of the senior leadership team make guest appearances.

I'm sure I don't need to persuade anyone of the need to create an LGBT-inclusive culture. Hate crime targeted at homosexual, bisexual and transgender people is depressingly prevalent in society as a whole. And although LGBT people are at significant risk from bigots, more are at even greater risk of harming themselves. LGBT people are far more prone to mental health issues and are much more likely to self-medicate with drink and drugs. Disturbingly high proportions of LGBT people, younger and older, have attempted to take their own lives.

We're all very busy. But tackling this is surely worth ten minutes of everyone's time?

David Lowbridge-Ellis
Deputy Headteacher at Barr Beacon School in Walsall, West Midlands
@barrbeaconsch

# data[].attributes.attachment_link.description
With everything else we have to do, it is perhaps understandable that creating an LGBT supportive culture in our schools and colleges falls down many leaders' priority lists. But there are things we can all do to make a huge difference to LGBT staff and pupils, many of which only take a matter of minutes.

# data[].attributes.attachment_link.readable_text
Here in the UK, it was illegal to talk about LGBTQ+ lives and relationships in schools until the early 21st Century, which means that many of us may have only recently begun to understand who we are and the language we use to describe our experiences.

Under the acronym LGBTQ+, we know that LGBTQ stands for Lesbian, Gay, Bisexual, Trans, and Queer. Whilst the '+' stands for everyone that identifies outside cis-heteronormative standards. This includes people who are asexual, pansexual, non-binary, demisexual, as well as multiple other identities.

Dictating what sex should look like can be limiting for everyone. We should all feel free to explore our way, without feeling like we need to adhere to cis-heteronormative structures if that doesn't suit us. But poor representation that can leave us feeling unsupported, unaccepted, and missing out on the "permission" to explore and experience pleasure in our own way.

Our bodies are beautiful and deserve to be welcomed, loved, and treated with respect.

For safer and more pleasurable connections, we need to understand how to talk about sex in a practical way. Get to know your boundaries. You don't have to know everything right away, but it's helpful to keep your partner updated as you figure things out and learn more about your needs. Check in with them too, both in and out of the bedroom.

Even if all parties give consent, a yes isn't a yes to everything. We want to know what our partner likes and to share what we like. You could try doing this is by asking, it doesn't have to be via yes or no questions. For example, you could ask: "Is this okay? Can I touch you here? I love it when you do that. Can we do more of that?" Or something like: "How do you feel about (insert something you'd like to try here)." It's all about open communication, whether you're in a casual or long-term relationship.

Create spaces that allow you and your partner(s) to feel safe enough to say how you feel, whether it's a "yes", a hard "no", "that's enough for me" or "just not right now". All reasons are valid and don't need to be justified.

If consent has been breached, here are some links to LGBTQ-inclusive support services:

* Galop

* Rapecrisis Scotland

It's important to know how to protect yourself and your partners from sexually transmitted infections. A sexually transmitted infection (STI) is an infection spread through sexual contact, be it via sex toys, anal sex, vaginal sex or oral sex.
Here's how you can help take care of your sexual health:
Use condoms

Condoms come in many shapes, sizes, colours, flavours and types. They can be used to cover a penis or sex toys, whereas femidoms are worn inside the vagina.

Try dental dams

A thin square of latex. You can put it over the penis, vagina or anus before oral sex. These are available at sexual health services, online or in pharmacies.

Use lube to reduce friction

Lube can make sex feel better for many people. It's a gel or liquid that creates lubrication to help reduce friction. You can use lube for many types of sex, be it masturbation, oral, anal, penetration, massages, or using toys.

There are loads of lubes available, but most of them fall into one of two main categories:

* Water-based lubes are safe to use with condoms and easier to wash off when you're done, without staining the sheets or your clothes.

* Silicone-based lubes Silicone-based lubricants can be used with latex condoms and last longer than water-based lubes. However, they are not great for silicone toys as they can damage them.

Clean hands before, and pee after sex

Washing your hands before sex is good manners, but it can also help protect everyone involved from what your hands have touched during the day. Peeing after sex can flush bacteria out of the urethra, helping to prevent a urinary tract infection (UTI). It may be helpful for folks with a vagina and people who are prone to UTIs.

Clean Toys

Get tested

Getting tested helps to protect you and your partners. Going for an STI test or ordering one online is confidential. STIs can come with stigma and shame but you don't need to be ashamed to talk about them. Some STIs are more common than others and testing positive doesn't make you "dirty" - plus many of the most common STIs are curable and even the ones that aren't can be controlled with treatment so it's better to get tested and get treated before things get worse.

When should I get tested?
If you have symptoms, get tested asap. However, sometimes STIs may not show any symptoms and can go undetected. So, if you're having sex, be it monogamous, or not you should get tested regularly.

If I have an STI, can I have sex again?
Yes, but there's a few steps before you jump in. Let the people who you've slept with since your last STI test know. This is so they can get tested and treated if necessary. If you've been diagnosed with a viral STI like herpes, you should not have vaginal, anal or oral sex until the sores have gone away. It's important to communicate this to your partners, as some STIs like herpes stay in your body and can be passed on even once the initial symptoms have gone. To help reduce this risk it's important to use a condom every time you have sex. For other STIs, such as chlamydia, it's important to ensure both you and your partner(s) have completed treatment as instructed by a healthcare professional before having any kind of sex, even oral. This is so you don't pass it back and forth or on to someone new.

Getting tested
Whether you go in real life to the clinic or choose to do yours at home is up to you. Both are confidential, so whilst it can be useful to share this information, your GP won't be informed without your permission.

Visiting the clinic
You can make an appointment to go to an STI clinic or you can go to a drop-in clinic (no appointment needed). How you get your results is usually up to you, text, phone or an unmarked letter. You can search on the NHS website to find your nearest clinic.

Home kits
If you choose to do a home kit, SH:24 is an online 24hr sexual health clinic. It's free, discreet, and confidential. You fill in a form and the test are sent to you with instructions, then you send it back in the post. Your results will be delivered by a clinician or by text.

Remember: An STI diagnosis doesn't mean that you can never have sex again. But it does mean that you should take extra precautions and follow the guidance of health care professionals to protect you and your partner(s) moving forward.

The internet can be both wonderful and weird. Most of us are using it with honest intentions but some aren't. We should be equipped to handle the risks and dangers, from sharing nudes to catfishing. When dating online it's a good idea not to exchange personal information until you've met in person and feel you can trust them.

Catfishing

We've all seen the show. Vet your dates and chat for a bit to see if you have things in common. You could try Googling what you know about them and do an image search to see where else their photo has appeared. Maybe you have shared friends on socials. A basic check isn't stalking, it's reasonable and we'd advise them to do the same to you. You should trust your gut and be cautious until you've had long enough to get to know someone. And if you're not sure, asking a friend for some advice could help.

Nudes

Sharing nudes, like any intimate act, involves trust. However, figuring out how to trust someone can be tricky, and can come with risks. That's why it's important, if you share nudes, to ensure you're sharing with someone you trust and they're open to receiving them.

Queer-inclusive dating apps

Whether it's for romance, exploration, relationships, or a hook-up, some of us have met partners through dating apps. If you're in a small town dating apps can be a good idea to help meet other people like you and if you're unable to attend public events all the time it can help create a sense of community through local meet ups. Queer-focused dating apps or even friend apps can play a role in creating safer spaces and building our own queer communities.

However you meet your partner(s), help keep yourself safe, for example by knowing your own and your partners' STI status, carrying condoms and making a friend aware if you are meeting someone new for the first time.

Tip: There are plenty of apps you can use to share your location, or you can use messaging services to drop a pin and keep it on until you get home.

Sex can feel safer when we take physical precautions, but we must also consider our emotional safety. Your feelings deserve to be protected and you deserve to feel confident in your sexuality. It's also important to know how to treat others with respect so that they feel safer too. This can all come together through open communication. Being open and honest can deepen our bonds by giving our partners an insight into us and us them. So being able to talk openly and take care of you and your partner(s) before, during and after sex can help us feel closer and benefit everyone involved.

It's recommended to get tested regularly for STIs.

It is good practice to clean hands before sex and pee afterwards to help prevent UTIs.

The only way to know your STI status is to get tested.

Open communication is a key part of good sex and can help to create safer environments.

A yes doesn't mean yes to everything, it's important to keep communicating regularly.

When exploring sex outside the system it can be helpful to move away from gender roles and the bits you've got, and towards how you communicate and connect. Whether you're figuring out strap-ons, learning what 'side' actually means, on a journey of physical transition, or looking for representation of disabled people having hot sex, here's some advice from people who've been there.

Understanding sex often begins by exploring what makes your body feel good. If you're exploring with someone else, communication and consent should come first. Discuss contraception - what is your preference? Chat about boundaries - is anything off limits? Anything you want to explore? Clothes on or off? There are so many things to try, and, ultimately, it's about what brings you and your partner(s) pleasure.

For many, sex is mostly thought of as penis in vagina penetration. Different types of sex, like making out, oral, fingering, massaging, mutual masturbation and butt play don't have to be the preshow, they can be 'the' main show. They are all valid ways of having sex and experiencing pleasure.

Anal, strap-ons and pegging

If you're exploring anal play for the first time, you could start with tongues, fingers, and smaller toys like butt plugs. Remember the butt can't lube itself so make sure you lube up. Your strap should align with your needs and desires - and if you have a partner who you're planning to use it with, you could go shopping for a dildo together. Pegging has become a bit more mainstream, but it's not limited by specific gender roles or what you've got between your legs. Pegging can be fun- no matter your identity - and if it's not for you, that's cool too. Here are some tips: relax into it, don't forget about lube, don't try to push through any pain, take breaks and most importantly have fun.

Top, bottom or switch?

Topping and bottoming is usually about letting partners know whether they want to give or receive penetration, while for others, can be more to do with control. These terms aren't exclusively for queer men and can be descriptors used for any sexual relationship. A top is someone who wants to give penetration or may wish to have more control during sex and a bottom is someone who enjoys receiving. There are also power bottoms, who want to receive but tend to take more control, stone tops are givers not receivers and there's more, which is why it's important to chat about what these terms mean to your partner(s). Just saying "I'm a top" or "I'm a bottom" doesn't always give us enough information to really know someone's likes and dislikes and turning to search engines can send you down a rabbit hole of misinformation. Ultimately, it's all based on yours and your partners' wants and needs. Remember, everybody enjoys different paths to pleasure. You can top and bottom with or without penetration, and with or without a penis or a strap on.

Tip: Consent is an ongoing process. Make sure you ask your partner what they're into, what they're not into and what their boundaries are.

Scissoring

Despite being featured in porn this isn't the only way two people with vulvas have sex. Scissoring (tribbing) usually entails genital-to-genital contact, but any movement against a partner's thigh, butt, hip, leg, arm, face, or fist works.

How it works: Two people face opposite directions with their legs spread, then shimmy together until they meet at the genitals so they can wiggle and grind in a way that is most pleasurable for them.

Finding the right spot

In the past there's been misrepresentation and misunderstanding around the clitoris. Even now, we still don't know everything about it. Whether it's solo play or with a partner, if a technique doesn't feel mind blowing, that's okay. Most of us could benefit from learning more about clitoral stimulation. A great way to find out what you like is to explore, to ask your partner(s) if they can help you figure it out, or ask your partner(s) if they already know what they like. Different techniques using fingers, toys or mouths can involve switching direction, adding or taking away the pressure, speeding up, slowing down, changing the rhythm, kissing, biting or licking. You can also switch between external stimulation and vaginal penetration.

Kink can mean a lot of things depending on who you're talking to, from exploring in your bedroom, casual hook ups, and going to sex parties, to clubs, saunas, props, supports, costumes, leather or food play. All of these kinks can help evoke yours and your partners' pleasure senses. Remember: safety and consent should always be the priority.

As you explore your sexuality, desires, and fantasies, you'll probably enjoy some things more than others. It might even change as you grow. If you decide it isn't for you, that's okay! Do more of the things that feel good for you and your partner(s).

Sometimes the moments in our day to day are just as valid a form of intimacy as sex, if not more. Non-sexual intimacy can include kissing, clothes on, massages, admiring, appreciating, touching, bathing together, kissing, caressing, and hugging. All of these can help us connect on a different level and feel safe. Intimacy is all about enabling one another to feel prioritised and special.

Aftercare is how you and your partner(s) support each other and check-in after you've had sex. It can be different for different people, so just like you've chatted about sex, include what comes after. A cuddle and a chat about what's good and what could be even better? Sensual touching and showering together, followed with a toasted sandwich and debrief? It's up to you how you do it and what you want to gain from it.

You deserve pleasure.

Open communication is key.

It's valid to have different needs.

No sex act is exclusive to people of a particular gender or sexual orientation.

Everyone deserves to explore what makes them feel good, as long as it's consensual.

A lot of what can happen in real life sex isn't discussed. Although it has been a few years since we were at school, what they didn't teach us there means we have some catching up to do. For example, most of us didn't get the ins and outs of anal or oral sex, let alone how to do it safely. At times, experiences outside of heterosexual relationships can be overlooked and discussions of pleasure often ignored.

On-screen and in the classroom, sex is typically demonstrated as heteronormative and cisgender. In reality, 'sex' can mean many different things depending on who you're asking. From penetration, masturbation, anal, and oral, to making out, tantric or with extra props. You decide what it means to you. Queer sex is real, pleasurable, and valid whether it's with them, her, him, or yourself.

Queerness can show us a range of human sexual experiences and relationship structures - and they're all valid. Whilst monogamy is the preference for many, this isn't the only option. Non-monogamy is the umbrella term for not exclusively dating or having sex with one person. Polyamory and open relationships are non-monogamous approaches to relationships, which involve consensual relationships with more than one person. Polyamorous relationships can take many different forms based on the relationship structure that suits you, whether there's a name for it or not. Tip: there's not just one way to do relationships.

Labels can be great, affirming, confusing, unhelpful, all of the above, or something in between, but they don't define us. Your identity and sexuality are personal. Only you get to decide whether to label it. And the labels we choose don't have to stay the same throughout our lives. It's okay to keep exploring your sexuality and identity - it can be fluid and evolve as you grow and understand more about who you are.

Sex isn't just penis-in-vagina.

Your relationships and sexual history don't dictate your sexuality.

There's no such thing as "not queer enough".

It's okay to explore beyond the label you first chose.

You're the only person that can label yourself.

# data[].attributes.attachment_link.title
Sex ed' but make it queer | Durex My Sex My Way

# data[].attributes.attachment_link.description
Here in the UK, it was illegal to talk about LGBTQ+ lives and relationships in schools until the early 21st Century, which means that many of us may have only recently begun to understand who we are and the language we use to describe our experiences.

# data[].attributes.attachment_link.readable_text
WE ORGANISE the annual Sparkle Weekend, the world's largest free-to-attend celebration of gender diversity, held in Sackville Gardens at the heart of Manchester's Gay Village

WE PROMOTE a positive representation, awareness and acceptance of the Trans, Non-Binary/Genderfluid and Intersex community through our events, communications, advocacy and arts projects

WE PROVIDE advice, training and support to businesses, not-for-profit organisations, and the public sector

WE ARE entirely volunteer-led, and one of our core values to is that our events remain free-to-attend and accessible to everyone

'The Worlds Largest Free to Attend Celebration of Gender Diversity'

Our key value is to ensure the Sparkle Weekend remains a FREE to attend event; To actively encourage those may have lower incomes to feel welcomed and be involved with our celebrations whilst feeling they are a part of the ever-growing Trans community.

We have made it a key part of our vision to include everyone across the Trans spectrum; trans women, trans men, non-binary people, and those who are within sub-sectional minorities due to secondary identities, such as those with disabilities and those from BAME communities.

We believe that by continuing to deliver Sparkle in the Park here in the UK, we facilitate a spirit of trans inclusion and acceptance within a quality festival-style event.

We want to continue to work with and promote our local LGBT venues, whilst engaging with wider audiences to involve carefully chosen community-minded businesses and larger organisations across the UK.

# data[].attributes.attachment_link.title
Home | Sparkle - The National Transgender Charity

# data[].attributes.attachment_link.description
WE ORGANISE the annual Sparkle Weekend, the world's largest free-to-attend celebration of gender diversity, held in Sackville Gardens at the heart of Manchester's Gay Village WE PROMOTE a positive representation, awareness and acceptance of the Trans, Non-Binary/Genderfluid and Intersex community through our events, communications, advocacy and arts projects WE PROVIDE

# data[].attributes.attachment_link.readable_text
Welcome to Pride Events. It is great to have you join us!

We are here to provide you with all the latest information about LGBTQIA+ events across the country.

On our website, we list upcoming Pride Event dates, locations and venues in addition to recommending LGBTQIA+ friendly bars and hotels.

We will keep you up to date with all the latest LGBTQIA+ news and information so you can plan your visit to a Pride Event with confidence.

We are a " one-stop-shop" for all your LGBTQIA+ Pride Events information, tickets, accommodation and travel.

Pride Events is the largest LGBTQIA+ events website in the United Kingdom and we continue to collaborate and create partnerships with organisations across the country to spread awareness and support for the LGBTQIA+ community.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

# data[].attributes.attachment_link.title
Pride Events | Pride Events UK 2022 | The Home of Pride

# data[].attributes.attachment_link.description
Welcome to Pride Events. It is great to have you join us! We are here to provide you with all the latest information about LGBTQIA+ events across the country. On our website, we list upcoming Pride Event dates, locations and venues in addition to recommending LGBTQIA+ friendly bars and hotels.

# data[].attributes.attachment_link.readable_text
It's been known for at least a decade that feeling a "sense of belonging" while at university can make or break students' overall experience.

Posited as the key variable in whether students persist with their studies and are successful in the Higher Education Academy's "What works?" student retention and success programme, sense of belonging is strongly associated with academic and social engagement while at university.

While theories of belonging and its relationship with socio-economic factors such as individual identity and relationships, geographical location, and social status are complex, the descriptive terms often used when discussing "belonging" will resonate with anyone: "connectedness", "feeling valued", "feeling accepted".

Humans as a species - and perhaps those in transitional and developmental states, such as those in education, more than most - gain a cognitive and psychological dividend from feeling a sense of belonging, and unpleasant emotional consequences such as alienation, depression, and anxiety when they do not feel they belong.

In the field of education studies, there has been research into the ways that "belongingness' is produced and sustained in various pedagogical contexts, as well as the role it can play in policing boundaries and reinforcing inequities among different social groups.

But it's not always very clear what those responsible for supporting student success - university leadership, academic and student support staff, students' unions - can do to foster a sense of belonging in students.

Over the last decade there has been a great deal of progress in better understanding the higher education experiences of different student groups, particularly those from marginalised, minoritised, or less advantaged backgrounds. There has also been an increasing focus on mental health and wellbeing across higher education, which recognises the affective dimension of learning, and the association between emotional state and student success.

Student futures are about belonging

During the Covid-19 pandemic, these questions became more urgent, as the experience of disconnection, disengagement, and loss of academic confidence became much more widespread.

This is not to say that universities and students' unions did not do their utmost to sustain a sense of connection at a very difficult time - in fact, the sector saw enormous levels of innovation in the delivery of online learning, teaching and student services. These experiences were a function of rolling lockdowns, societal uncertainty, and personal loss and grief, and produced a particular set of outcomes in the education context.

The UPP Foundation Student Futures Commission was convened in recognition of the disruption the pandemic caused to university life, and to pool the sector's insight on what students would need in the years ahead to enable their future success.

The interim report, Turbocharging the Future in September 2021 was clear that the pandemic had an impact on students' confidence, engagement, and mental health, that students from poorer backgrounds and non-traditional students had suffered the worst effects, and that "belonging" was now a focal point for universities' future plans:

Student engagement has long been a challenge for universities but the crisis appears to have crystallised the concept of 'belonging' as a more inclusive and affiliative framing of the idea. Many universities will be thinking hard about how to foster this sense of belonging.

In the autumn of 2021 Wonkhe and Pearson conceived the idea of a year long study of student belonging and inclusion, to contribute to the national conversation and support the sector in its efforts to apply the lessons of the pandemic and "build back" student experience and engagement.

During November 2021 in partnership with 15 students' unions, 13 in England, one in Scotland, and one in Wales, we distributed a student survey on belonging and inclusion, achieving 5,233 responses with a good demographic spread.

Here we share what we found - and you can download the full deck of findings here.

A caveat about our data: the sample was self-selecting, derived from 15 universities (each of which will have their own distinct student demographic profile and academic culture), and has not been weighted. We believe the size and spread of the sample is sufficient to generate meaningful insight relating to differences within the cohort of respondents, and to shed light on the experience and perceptions of the wider student population, but we'd caution against drawing fixed conclusions about the whole UK student population from our data.

For some demographics the overall sample was comparatively small - specifically, trans-identified (N=114) and non-binary (N=148) respondents and for students who define as a sexuality other than heterosexual, bisexual or gay or lesbian (N=198). We felt that given the very small numbers of these students enrolled at individual universities and the associated challenge of gathering representative data it would be valuable to report on their perspectives.

We're also collecting monthly diary entries from students on an anonymous basis, and planning student focus groups to explore some of the themes that are emerging. We're keen to hear your feedback and suggestions for next steps, and we'll continue to work with our partner students' unions to inform how the project develops and ensure it is tapping into students' concerns and lived experiences and generating actionable insight.

Mental health is the key to belonging (or vice versa)

Overall 69 per cent of respondents agree they belong at their university. Just under one in ten (nine per cent) disagree they belong - and it's this group we report as "students who do not feel they belong." One in five (22 per cent) neither agree nor disagree.

Our survey explored a range of possible dimensions of the experience of belonging - feeling "settled in", personal priorities and academic confidence, the way the course is run, sense of connection on the course, connections outside the course (extra-curricular activities), inclusion on the course, connection to the university, inclusion in the university, sense of safety, being valued, and empowerment, and feelings of happiness and loneliness - and found clear associations between sense of belonging and all these different factors.

We asked students to self-assess their mental health when they came to university this year. 60 per cent scored themselves six or more out of ten (we refer to this group throughout this article as those with average and above mental health) and the other 40 per cent scored themselves five or lower. When asked if they feel like they belong at university, 80 per of the average and above group agree that they do, compared with 52 per for the group who scored themselves five or lower for mental health.

The overall picture is not one of demographic differences associated with factors like prior education, ethnicity, or gender. In fact, we found the state of students' self-assessed mental health was most consistently and dramatically associated with their sense of belonging across all the different dimensions we explored - though we can't say for sure whether belonging influences mental health or whether it's the other way around.

It's not that we didn't find demographic differences for some groups - in particular for students who identify as non-binary, who have a trans identity, those who are gay or lesbian or who define their sexuality in a different way, and disabled students reported differences compared to their cisgendered, non-disabled, or heterosexual counterparts - and we suspect that there may be a direct association with mental health for some of these groups.

We also found that on balance, postgraduate students and international students (two groups for which there is a significant degree of overlap in any case) were generally more positive and expressed a greater sense of belonging across many of the different dimensions. Likewise, there seems to be a modest but consistent effect in the opposite direction for students who study online. Where we've seen these effects and variations in experience, we have reported them in our findings.

But the relatively modest differences we found between demographic identity groups compared to the enormous differences found between those who reported poor or declining mental health and those who reported good or improving mental health - and that this trend persisted even where we asked specifically about issues of diversity and inclusion - suggests that sense of belonging, inclusion, identity, and mental health interact in different ways for different students.

Mental health and wellbeing initiatives, and inclusion and equity initiatives conducted in isolation are unlikely to be sufficient to foster belonging. As such we'd suggest they are approached together, with work on mental health and wellbeing paying due attention to equity and inclusion initiatives and vice versa.

Mental health is also not "fixed" to the same extent as some of the other categories - anyone may experience a bout of mental ill-health or the onset or a worsening of a mental health condition at any time - and it's notable that significant proportions of students who report average or better mental health and/or agree they belong at university still also report feelings of loneliness, self-doubt, and exclusion.

Feelings and confidence

We asked students about general feelings of happiness and loneliness at university, and again found strong alignment between these feelings, sense of belonging and mental health.

68 per cent of respondents agree they feel happy at university, and for those who feel they belong it is 75 per cent - and for those with average and above mental health it is 81 per cent. There is a relatively high reporting of loneliness across the board with 35 per cent of all students saying they feel lonely at university. For those students who feel they belong and those with average and above mental health, 26 per cent say they feel lonely at university.

For those who do not feel they belong, only 19 per cent agree they feel happy at university, and 73 per cent agree they feel lonely. 48 per cent of those with lower than average mental health say they feel happy, and 50 per cent say they feel lonely.

We also asked about academic confidence and "imposter syndrome" or feeling like you doubt your abilities and whether you deserve to be at university. 63 per cent of all respondents agree they feel confident about their academic skills. However, this is much lower among those who do not feel they belong, with just 34 per cent agreeing compared to 72 per cent of those who feel they belong.

Overall, 39 per cent agreed they experience imposter syndrome, but again we see that 68 per cent of those who do not feel they belong admit to feeling this compared to 32 per cent of those who feel they do belong. Arguably one third of these students is still surprisingly high.

There are similar gaps between those with below average mental health - 55 per cent of whom say they have imposter syndrome, compared to 28 per cent of those with average and above mental health. We hypothesise that low confidence/imposter syndrome may be one of the reasons that students may not seek help if they are struggling with their mental health.

These findings speak to the value of weaving mental health and wellbeing support and inclusive practice into every stage of the student lifecycle, especially welcome and transition, but also into courses and extra-curricular activities. Students who self-assessed their mental health as below average were more likely to consider their mental health as a priority alongside academic studies, and were also more than twice as likely as students who rated their mental health average or above to cite mental health support as a factor in how settled they felt at university.

An appreciation at every stage for the interaction between belonging, mental health and academic confidence is also highly valuable - it is easy to see how students can easily get stuck in a negative cycle of loneliness, loss of confidence, deterioriating mental health, and poor academic performance.

Safety, respect and empowerment

The good news (at least for the universities and SUs involved in the survey) is that in general respondents across all demographics report high levels of safety, respect, and security. 80 per cent of students agree " I feel like I can be myself at university" and 84 per cent agree "I feel I am treated respectfully." 75 per cent agree they feel they can speak freely at their university.

These measures are still distressingly low for those who do not feel they belong: only 40 per cent agree they feel they can be themselves; 55 per cent agree they are treated respectfully; and 43 per cent agree they are able to speak freely. Though the general picture is that staff and students in universities seem to treat each other pretty well, students who do not feel they belong do not seem to experience their interactions that way.

Agreement is somewhat lower, however, when students are asked whether they feel empowered to act if they see an opportunity to change things for the better: only 57 per cent of all respondents agreed they are empowered; for those who do not belong it is only 29 per cent, and for those with lower than average mental health it is 46 per cent. Again, belonging seems to go hand in hand with empowerment: 67 per cent of those who feel they belong agree they are empowered to act, and 68 per cent of those whose mental health has improved.

Connection to course and university

We looked at students' connectedness at both course and university level, and while it's unlikely to surprise many that students' sense of connection is stronger at course level, it is striking how low the overall numbers are for each.

Only 39 per cent of all respondents agreed they feel a sense of connection to their university community. And while numbers are higher at course level only 55 per cent of all respondents agreed they feel a sense of community with others on their course; 60 per cent agreed there are adequate opportunities to interact with other students on their course; and 57 per cent agreed they have a support network on their course.

We speculate some of this may be pandemic related, but it does speak to a need to prioritise rebuilding community and connection - and indicates that at course level there is probably a stronger base from which to do this work.

This view is borne out in the data on participation in extra-curricular activities which, while frequently a focus of attention for student connection and community, did not appear to be as major a factor in belonging as some other dimensions. 56 per cent of those who feel they belong have taken part in extra-curricular activities, compared to 46 per cent of those who do not feel they belong.

It is notable, however, that among those who have not taken part and feel a sense of belonging around half (51 per cent) say it is because they have not had time to look into those kinds of activities. Whereas among those who have not taken part and who feel they do not belong, only 36 per cent say this, and slightly more (39 per cent) say that they do not feel confident about joining. This suggests that looking at improving inclusion and lowering barriers to participation may be important for extra-curricular provision.

Participation in student groups and societies is noticeably higher among non-binary, trans, disabled and bisexual students, and those who define themselves by another sexuality, suggesting that students in these groups actively seek out support and connection in extra-curricular opportunities.

Inclusion on the course and at university

We asked about variety and diversity of voices in relation to course content, and about whether respondents felt their course content and teaching style was inclusive ie "help[ing] to create a space in which you feel comfortable and confident to be yourself."

Here, too, we found associations with sense of belonging and mental health - surprisingly more so than for identity demographics. 69 per cent of all respondents agree their course content includes varied, diverse voices, rising to 78 per cent for those who feel they belong and 74 per cent for those with average and above mental health. Only 48 per cent of those who do not feel they belong agreed to this question, and 63 per cent of those with lower than average mental health.

On inclusive content and inclusive teaching style about half of all respondents in each case agreed that style and content are inclusive consistently across all their modules, and just over a third that content and style are sometimes inclusive, but it is inconsistent across modules. Around one in ten admitted they had not noticed. But only 27 per cent of those who do not feel they belong agree their course content is consistently inclusive, and only 30 per cent agree the style of teaching is consistently inclusive.

Considering inclusion at university level, 59 per cent of respondents agree they would know how to raise an issue of equality, diversity and inclusion at their university, 70 per cent report feeling confident that the issue would be listened to, and 67 per cent that it would be addressed appropriately.

But for those who do not feel they belong, only 40 per cent say they would how to raise an issue of equality, diversity and inclusion at their university, 43 per cent feel confident that the issue would be listened to, and 40 per cent that it would be addressed appropriately. While 77 per cent of all respondents agree that their university values diversity, only 51 per cent of those who do not feel they belong feel this way.

Given we did not explicitly define inclusion in relation to identity characteristics it may not be surprising that we did not see difference on the same scale when we looked at demographics. In these questions, as elsewhere, there are gaps between male or female identified students and non-binary students, between non-disabled and disabled students, between cisgendered and trasn students, and between heterosexual students and those who are gay, lesbian, bisexual, or indntify as another sexuality. All of these warrant further exploration - but they are not in most cases as large as the gaps seen between students with worse than average mental health and those with average and better.

What would help students develop a greater sense of belonging?

When asked what would help students feel a greater sense of belonging, developing closer or more friendships was the most popular choice for all respondents (46 per cent) across all demographic categories - and selected by fully half of those who do not feel they belong, and 48 per cent of those with worse than average mental health.

"Getting to know people on my course better" was a close second at 42 per cent and was selected by 45 per cent of those who do not feel they belong, and 44 per cent of those with lower than average mental health.

Around a fifth of respondents say they want to know more about what the university and SU can offer, and around a third say they think joining societies and clubs would help them belong, though only 20 per cent of those who do not feel they belong agree with this. Around a quarter select "having more time to get used to being at university" and just over a third selected "meeting like-minded people."

Relatively less popular choices were "getting to know my personal tutor" (18 per cent) and "getting involved in the local community" (9 per cent) - suggesting that closer academic or community connection is not the priority for the students we surveyed - or at least not nearly as much as peer connection.

It's noticeable that even among those who agree they belong and have better mental health, there's still an appetite for developing more friendship and connection: 44 per cent of those who agree they belong want more friendships, and 42 per cent of this group say they want to get to know people on their course better. Among those with average and better mental health 41 per cent say they want more or closer friendships and 40 per cent say they want to get to know others on their course better.

This suggests that friendship is a constant and evolving need for everyone, regardless of how secure and connected you already feel; plenty of students would be open to forging closer connections with peers, and there's surely an opportunity for universities and students' unions to develop their thinking on how best to enable this.
This article is published in association with Pearson. Click here to download the full survey methodology, demographics, and responses.

# data[].attributes.attachment_link.title
Belonging inclusion and mental health are all connected | Wonkhe

# data[].attributes.attachment_link.description
It's been known for at least a decade that feeling a "sense of belonging" while at university can make or break students' overall experience. Posited as the key variable in whether students persist with their studies and are successful in the Higher Education Academy's "What works?"

# data[].attributes.attachment_link.readable_text
Last year, the Belgrade Theatre in Coventry did what felt unthinkable at the time and proclaimed that it would no longer use the term BAME (Black, Asian, and Minority Ethnic).

It highlighted four reasons for doing so: umbrella terms like that deny individuality; they assume all groups under that banner share similar experiences when they do not; they conflate physical characteristics with regional identities (so you can't be black and Asian?); and it reinforces the sense that "white British" is the norm.

As an Asian male who's experienced racism but knows it would be much worse if I was black or female, I'd long resented being called BAME (or worse, BAMER, because as a second-generation British Indian son of economic migrants, my life is supposedly comparable to a refugee's).

I'm glad that BAME is finding its way to the bureaucratic diversity graveyard. But I think it's time to set our sights even higher. That's right, I'm going after EDI - equality, diversity, and inclusion.

The problem with equality

Equality is the language of people who profess to not seeing colour - they'll often throw in a colour that no human could ever be, such as purple, just to show how frivolous the use of colour can be.

It's obvious now that treating everyone equally does not lead to fair outcomes. If "levelling up" is to mean anything - and admittedly, that's a big if - surely it means an acknowledgement that some groups in our country have inherited privilege due to the possession of certain geographic and biological characteristics which do not reflect merit. Some people have a head start. So firing the starting gun at the same time for everyone won't level the playing field.

The language of equality perpetuates inequalities. The term equality in fact fails to acknowledge those inequalities in the first place.

In the context of UK higher education, that means ignoring the fact that there are more black women employed as cleaners and porters than as academics. It means ignoring the fact that only one per cent of history lecturers are black, and that people of colour remain stubbornly underrepresented at senior levels across the sector.

More broadly, it ignores the fact that people of black and South Asian origin must send 60 per cent more job applications to get a positive response from an employer than a white person of British origin.

Equality also opens the back door to those most pernicious denials of structural inequalities: reverse racism and reverse sexism. It legitimises situations where if a white man isn't allowed into a black interest group or isn't considered as the chair for a discussion about gender equality, there's a hate crime underway.

Inclusion and involvement

Inclusion implies three things which are unacceptable. Firstly, it suggests that the presence of diverse people changes nothing; they're allowed in but that's about it. Their presence, their views, their desires don't alter the heart of the organisation.

But those of us who have never been in the inner circle don't want to be included. We don't want to be ushered in with the key to the Masonic lodge, told where to sit, and where not to. We want to demolish it, and remake it in our collective image.

Inclusion also doesn't speak to the quality of participation. You can be given a seat at the table but squashed into a dark corner on a stool with your hand raised for hours while other people dominate the conversation.

Lastly, inclusion implies some kind of gatekeeper: the person who lets Others in. Who gets to choose who is included? On what basis? These are questions that can't be left to the discretion of people who have at worst presided, and at best colluded, in the systematic disempowerment of whole groups of the population.

So, if EDI is dead, what's the alternative?

Introducing Equity, Diversity, and Belonging

Since equality and inclusion are loaded with problems, here are two alternative suggestions: equity and belonging.

Equality has long been dislodged by equity in the American social justice lexicon but we've been slow to catch up in the UK and Europe. Partly that's because we've been in thrall to deficit thinking, where we've blamed minorities and the otherwise excluded for apparent "underperformance".

That's why in education, it's only recently that we've realised that the disparity between graduate degree qualifications for white and non-white students is not the result of an attainment gap but an awarding gap.

The language might seem subtle but it points to a recognition that a multiplicity of factors contribute to student success, including institutional structures and discrimination. It highlights how the pedagogical and student experience architecture has failed them. (By the way, at the current rate of change, it will take 66 years to close the white-black awarding gap.)

The reality is that some people need different or greater resources - and treatment more broadly - than others. That can only lead to the conclusion that we need equity or fairness, not equality.

In the spirit of diversity

In this new formulation, diversity remains but it only comes to life when elevated by the twin pillars of equity and belonging. Without those two concepts, the spirit of diversity is decorative at best; it's saying we want diversity but we imagine diversity without an acknowledgement that diverse peoples, cultures, and ideas are not created equal. It means failing to realise that, across the spectrum, some are already brighter and louder than others.

It's important to recognise you can be formally included - whatever that means - without feeling that you belong. Inclusion is a technocratic process. Belonging is an emotion and an outcome.

Imagine creating an organisation where people feel psychologically safe. The upsides are enormous: people feel liberated to be creative, they take fewer sick days, and they don't have to leave their real selves at home.

As a working-class person of colour in an overwhelmingly middle-class white sector, I want to belong. Not because I need to feel warm and fuzzy but because I know that when I feel at home, I can do my best work.

I know I'm not the only one. According to Deloitte, 61 per cent of African Americans feel they have to "cover" themselves at work - suppressing their identity either by changing their appearance, removing themselves from conversations, avoiding others from their identity group, or accepting comments about their group which might be hurtful.

Language always sets the agenda, and the agenda either reproduces power structures or challenges them. After decades of dissatisfaction, we've finally seen the back of BAME. Now it's time to blow up equality, diversity, and inclusion.

Decades on, we know it doesn't change anything that matters. Throw it on the fire and watch it burn, along with all the complacency and half-hearted commitments it has bred. Let's start again, with language which challenges us to build a world in which we can all thrive.

# data[].attributes.attachment_link.title
Why it's time to retire equality, diversity, and inclusion | Wonkhe

# data[].attributes.attachment_link.description
Last year, the Belgrade Theatre in Coventry did what felt unthinkable at the time and proclaimed that it would no longer use the term BAME (Black, Asian, and Minority Ethnic).

# data[].attributes.attachment_link.title
Thank you for registering to watch our webinar: Cultivating true trans-inclusivity: Expert advice | Michael Page

# data[].attributes.attachment_link.description
Michael Page is part of the PageGroup. Michael Page is a trading name of Michael Page International Recruitment Limited. Registered in England No. 04130921 Registered Office: Page House, 1 Dashwood Lang Road, Addlestone, Weybridge, Surrey, KT15 2QW

# data[].attributes.attachment_link.readable_text
What is Race Equality Week?

Race Equality Week is an annual UK-wide movement uniting hundreds of thousands of organisations and individuals to address the barriers to race equality in the workplace.

Purpose and Aims.

Race Equality Week 2024 aims to keep the momentum going and accelerate change by uniting thousands of organisations into action to seriously address race inequality in the workplace.

Why the 2024 Theme #ListenActChange?

The theme, #ListenActChange, was selected by the Race Equality Matters community.

It reflects ongoing findings and feedback. In particular:

Only 25 % of the REM community believes their organisation focuses on action, change, and impact, and not just words.

63% believe that less than a quarter of allies are actually helping to tackle race inequality.

44% said their senior leaders and managers are committed to tackling race inequality, but only 21% said their senior leaders and managers are making an impact in tackling race inequality.

We need to make it everyone's business
Building on the REW 2023 theme, which sent a clear message that race equality is everyone's business (#ItsEveryonesBusiness), in 2024 #ListenActChange will galvanise everyone to focus on taking action.

There has been a lot of listening, and discussing, but very little action and even less meaningful change.

If we all commit to #ListenActChange, then real change can take place.

Everyone has a role to play in the fight for racial equality in the workplace, from the top of each organisation to the bottom. The sooner we act, the sooner change can become our reality!

That is why the 2024 Race Equality Week theme is #ListenActChange.

How can my organisation get involved?

Organisations can get involved in Race Equality Week ' For Free '.

You can create your own activities and/or access and implement the solutions, tools, and resources we have co-created with those with lived experience.

This year, we are introducing two new solutions for organisations to access for Free.

The 5-Day Challenge 2024 and #ItsNotMicro (coming soon)

REM also provides digital assets that your organisation can use to show that you are taking part in this year's Race Equality Week.
Race Equality Week is a positive force for action.
Join us and hundreds of thousands of other organisations and individuals by participating in Race Equality Week and taking meaningful action towards tackling the barriers to race equality.

What is Race Equality Week?

Why the 2024 Theme #ListenActChange?

How can my organisation get involved?

Mark Lomas
Head of Culture, Lloyd's

"#ListenActChange is important because the reality is ethnically diverse colleagues are still the minority in the workplace therefore it's everyone's responsibility to put in place the change that's needed. Especially allies and colleagues.

The only way we change is by understanding what has been happening and acting from that is really important because that is the behavioural bit that plays a role. This is the bit where we form our habits, call out microaggressions, be more educated and allow real change to happen.

What we need is for colleagues, allies and ethnically diverse colleagues themselves to all act together in concert to achieve change. This is why #ListenActChange is so important."

Raj Tulsiani
Co-founder and Chair, REM and CEO, Green Park

"Race Equality Week has become a vital part of intersectional progress.

Firstly, it has created a time and a place to sustain the momentum after the events that took place in 2020. Race Equality Week allows organisations to both reflect and pursue action towards tackling race inequality.

Secondly, it has grown from Javed and I, to now 4 million people and 4500 companies across the UK, it proves that the topic of race equality can't be ignored or handled in a tokenistic manner.

Thirdly, it provides guides and solutions to create inclusive work environments and these solutions have been shaped with the help of people in the community who have a lived experience of discrimination. We put the spotlight on organisations who care."

94%

Would recommend Race Equality Week to others looking to tackle race inequality.

85%

Said Race Equality Week is a good initiative to support their organisation's commitment to race equality.

82%

Said Race Equality Week helps unite employees around tackling race inequality.

Listen:

To the needs of your people and what challenges they face in your organisation.

Act:

Collaborate with colleagues or your internal race networks to understand what actions can be put in place to create or enhance an inclusive working environment. Could your organisation try one of REM's free solutions.

Change:

When you take action, you inspire your colleagues to do the same which helps others to learn and play a part in making a difference.

Resources To Help You Plan Race Equality Week 2024.

New Solution: Coming Soon

Race Equality Week 2024 was made possible through donations from:

Individuals

Race networks that held fundraisers during the week

Organisations

We need funding to keep Race Equality Week going and growing in 2025.
A donation would mean the world to us.

If you and/or your organisation are benefitting from being part of Race Equality Week, and can afford to, please help us get to our funding goal.
It's quick and easy to donate.
Please share the QR code with your colleagues and networks.

# data[].attributes.attachment_link.title
Race Equality Week - Race Equality Matters

# data[].attributes.attachment_link.description
What is Race Equality Week? Race Equality Week is an annual UK-wide movement uniting hundreds of thousands of organisations and individuals to address the barriers to race equality in the workplace. Purpose and Aims. Race Equality Week 2024 aims to keep the momentum going and accelerate change by uniting thousands of organisations into action to seriously address race inequality in the workplace.

# data[].attributes.attachment_link.title
Women's Leadership Network | Twitter | Linktree

# data[].attributes.attachment_link.description
WLN is a CIC promoting intersectional gender equality in all kinds of FE.

# data[].attributes.attachment_link.title
#WeThe15 - A movement for an inclusive world.

# data[].attributes.attachment_link.description
WETHE15 is sport’s biggest ever human rights movement to end discrimination. We aim to transform the lives of the world’s 1.2 billion persons with disabilities who represent 15% of the global population.

# data[].attributes.attachment_link.readable_text
We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

# data[].attributes.attachment_link.title
National Disability Strategy and related publications

# data[].attributes.attachment_link.description
We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

# data[].attributes.attachment_link.readable_text
It's a great privilege to be asked to produce the first of this series of AoC blogs on Equality, Diversity and Inclusion (EDI) in . It's heartening to see how much interest there is across the sector, and the way in which individual colleges are past the stage of merely identifying a problem, but showing ingenuity and commitment in terms of implementing practical solutions. We're moving from seeing EDI as an abstract concern to viewing it as a concrete problem which can be confronted in the real world. This is so important. Sharing our approaches and initiatives, finding out what works in one place and replicating it elsewhere - this is how we will learn to do things better. With this in mind Milton Keynes College Group held a series of online panel discussions, FE Voices - MK College, which brought together students, staff and experts to talk about what experiences of racism and to discuss ways of bringing about positive change.

The challenges faced at Milton Keynes College Group are probably familiar to many other institutions. At the most basic level there are challenges around curriculum. It's not just about the content of different courses or the range of qualifications on offer and how accessible we are making them as providers. It's also a question of how those are perceived and valued in different communities. For example, in families from an Indian background there is often still a very heavy bias in favour of university education and the status of having a degree. A degree from a British university is seen as a universal passport, internationally transportable in its value. A British apprenticeship or T Level, less so. The same is true from the point of view of particular industries in that a higher apprenticeship qualification will often be viewed less favourably than a degree. Our challenge is how to get that message of equivalence, or even superiority, of the qualifications we provide. If you want to become an engineer, practical qualifications will always trump academic ones. If you want to be a research scientist, academia is more relevant. The message we need to convey is that different qualifications are more valuable in different roles.

This would be challenging enough, but when you overlay the issues of funding and accountability it gets even more difficult. The pressure on secondary schools to steer pupils towards A-Levels and university applications is intense (hence the government's declared intent to tighten the Baker Clause). There is little or no incentive for them to highlight the advantages of vocational education post-16, which in and of itself increases the prejudice that it is a lesser route to follow. Make no mistake, these are issues of equality. If our learners are viewed as pursuing a second-rate route to education, the qualifications they achieve and even they themselves, will be seen in a similar light.

There is an old adage, "if you can't see it, you can't be it," and this is a big problem for FE. If our students do not see lecturers, mentors and executives who look like them they are going to be less inclined to believe they can aspire to those roles themselves. The original TV series of Star Trek is famous for showing US television's first interracial kiss but it also gave Oscar winner, Whoopi Goldberg, the belief that she could be an actor. Seeing Nichel Nichols playing Lieutenant Uhura she said, "Momma! There's a black lady on television and she ain't no maid!" Nichols was persuaded not to leave the show after the first series by Dr Martin Luther King Jr., who told her he allowed his daughters to stay up to watch "Star Trek" because of her.

Role models matter, and not just for students. A black lecturer is less likely to aspire to a college's executive team if they see nobody like them in such a role. Improving representation at all levels is a big challenge, among students, staff, managers, and of course, the curriculum. And imagery is so important here. If your college website, your teaching materials and your social media overwhelmingly depict one type of person, why would people from other communities think it is for them?

Stating a problem is easy, doing something about it often less so. Changing the way your institution looks, changing the kinds of imagery mentioned above, is a fairly simple fix, but how do we go about improving representation? Big journeys require small steps, and the first thing we are doing at Milton Keynes College Group is measuring the problem - because if you don't do the counting, how can you tell how big an issue it is? We are gathering data on student enrolment, achievement, conversion to higher qualifications etc, and similarly with regard to staff recruitment, retention, promotion etc. We have also committed to publishing some of this data, most notably what pay gaps exist between different ethnicities among the staff. Publication is a powerful tool. Research findings released by the Centre for Economic Performance at the London School of Economics shows that employers obliged by law to publish their gender pay gap statistics have narrowed the differential between women and men by almost a fifth (19%). This legal requirement was only introduced in 2017, so that's a pretty impressive improvement and there is no reason to suppose the impact in terms of ethnicity, if this was also mandated by government, would be any the less.

This approach has been formalised into publicly-stated policy in the group's newly published Driving ambition in our communities to build fairer futures," - and it's important to understand that by strategy document. It's central message is that we will be, " communities we mean workforce, learners, supply chain, parents/guardians - everyone with whom the college has contact. It sets measurable goals, and this is really important. It's the kind of self-imposed pressure which, while not a guarantee of success, is certainly a powerful stimulus for those in leadership roles to strive to make things better.

Change will be, as ever, incremental. We cannot expect dramatic improvement overnight. One year's data is a snapshot - five year's data reveals identifiable trends and shows whether specific initiatives are working. The bigger the quantity of data amassed, the more informative and reliable the results. If I had one message for my colleagues in FE it would be, let the counting commence.
Arv Kaushal is Equality, Diversity & Inclusion Manager at Milton Keynes College Group

# data[].attributes.attachment_link.title
EDI no longer an abstract concern, we're tackling it in the real world

# data[].attributes.attachment_link.description
It's a great privilege to be asked to produce the first of this series of AoC blogs on Equality, Diversity and Inclusion (EDI) in . It's heartening to see how much interest there is across the sector, and the way in which individual colleges are past the stage of merely identifying a problem, but showing ingenuity and commitment in terms of implementing practical solutions.

# data[].attributes.headline
Unconscious Bias: is it holding back your organisation? 

# data[].attributes.subject
Unconscious Bias: is it holding back your organisation? 

# data[].attributes.attachment_link.title
The grand designs of diversity and inclusion

# data[].attributes.attachment_link.description
In the early days of my journey at the Bedford College Group, equality, diversity and inclusion (EDI) initiatives seemed to

# data[].attributes.attachment_link.readable_text
Latest inquiry: Equity in the STEM workforce

On 20 July 2021, the All-Party Parliamentary Group (APPG) on Diversity and Inclusion in Science, Technology, Engineering and Maths (STEM) published the 'Equity in the STEM workforce' report following an eight-month inquiry.

The report's key recommendations are:

The UK Government and STEM organisations, across the private, public and voluntary sectors should commit to leading a 'STEM Diversity Decade of Action' to tackle the historic and systemic underrepresentation of minoritised groups at all levels in the sector.

1. The Prime Minister and UK Government should set a bold vision for a diverse and equitable STEM sector at the heart of their ambitions for the UK to become a 'global science superpower'.

2. STEM leaders from organisations from across the private, public and voluntary sectors should work together to form and co-fund an Employers' Coalition for STEM Diversity to address the structural inequity in the STEM workforce and drive long-term change.

The UK Government must deliver a statutory workforce data strategy and drive forward changes in policy and legislation to support employers to improve equity for minoritised communities in many sectors of the UK workforce, including STEM.

The UK Government and STEM organisations must quickly look to address and reverse worsening inequity within the STEM workforce as a result of the pandemic.

The inquiry was launched in November 2020 with a Data Analysis Brief which outlined the diversity and representation of the sector (including healthcare) workforce as it stood in 2019.

A full recording of the online launch event is available on the BSA's YouTube channel.

The evidence submissions are available to download. Please note, due to data protection regulations not all submissions can be made public.

For questions or additional guidance, please contact the APPG Secretariat.

Previous inquiry: Equity in STEM education

On 23 June 2020, the launched the 'Equity in STEM education' report. The report was published after a 15-month inquiry gathering and analysing evidence on whether the education system and schools provide equal opportunities for students of all ages to learn STEM subjects in England.

The report includes five key findings and six recommendations that highlight the need for a more joined-up approach by Government to tackle the causes of inequity in STEM education and an urgency to take a wider, more holistic view of inequity beyond the lens of gender, economic disadvantage or ethnicity. Full details can be found here.
Contact the group here
Sponsors

The BSA is seeking funding to cover the costs of running the APPG - this includes running inquiries, commissioning research, host events and running the secretariat.

If you are interested in supporting the APPG, please contact Agasty Baylon Yogaratnam.

Past Meetings

Details of previous meetings of the APPG can be found here.

Members

The Officers and Members of the APPG are listed below. All Officers were elected at the APPG's AGM on 24 June 2021, which was held online.

Photos taken from the licence. Photo of Lord Willetts taken by Parliament Website under an Attribution 3.0 Unported (CC BY 3.0)Duncan Hull under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) licence.

This is not an official website of the House of Commons or the House of Lords. It has not been approved by either house or its committees.

All-Party Parliamentary Groups are informal groups of members of both houses with a common interest in particular issues. The views expressed in these webpages are those of the group.

# data[].attributes.attachment_link.title
All-Party Parliamentary Group on Diversity and Inclusion in STEM

# data[].attributes.attachment_link.description
On 20 July 2021, the All-Party Parliamentary Group (APPG) on Diversity and Inclusion in Science, Technology, Engineering and Maths (STEM) published the 'Equity in the STEM workforce' report following an eight-month inquiry.

# data[].attributes.body
https://zoom.us/rec/share/A0ikfZ_oXWawJ95B6g07jo6to3mrg9Z6SwwWP84nOE9kd6nBj9m_DVmpcFRr1jx-.G8TGNYB3v8h1sxf_?startTime=1625484620000
AOCLW21

# data[].attributes.body
https://zoom.us/rec/share/39VAp9jdp4kgwGMtFboWpu42qsqMu70qrFSrYP5NG3e4QiZOv2dVWGAsv_H6SMzb.QIM9ZZSnRN_yZkU0?startTime=1625473846000
AoCLW21

# data[].attributes.headline
Understanding our unconsciousbias: What will enable success

# data[].attributes.subject
Understanding our unconsciousbias: What will enable success

# data[].attributes.body
https://zoom.us/rec/share/veJuLWGrZDTVR2upFQg2m08seLJUyEZH4VQTSd73oAPhhNSIY8t-1-HK1g-VXvgi.lW5yEf6t2HjUHE82?startTime=1625571086000
AoCLW21

# data[].attributes.attachment_link.readable_text
The group wants the toolkit to be used by education providers and governing organisations across the FE sector, including the Department for Education and the Education and Skills Funding Agency, as well as member organisations such as the Association of Colleges and the Association of Employment and Learning Providers.

Organisations will pay an annual "affiliation" fee to access the toolkit and a range of training and development support from the BFELG.
News: Long read: Meet Jeff Greenidge, the man tackling FE's diversity problem Diversifying leadership will improve college finances
Diversity: 10 things leaders should be doing right now

'Covid has a vaccine; racism doesn't'

Speaking to Tes, Mr Basi stressed that the group was not-for-profit and said the focus was on supplying organisations with the expertise to become truly antiracist.

He said: "We're not looking at commodifying a product; what we're looking at is a commodifying of a relationship through which we can help them to implement the toolkit into a whole organisational change. The notion of just using these as a set of questions to generate a self-assessment checklist of actions feels like box ticking.

"Covid has a vaccine; racism doesn't have a vaccine. And therefore, it does require real planned commitment over a period of time, which is going to change every corner and every part of the organisation and every part of the sector. That is a medium-to-long-term agenda, it's not a quick fix, it's not ticking a box, it's not something that you will do in three, six, 12 months."

The toolkit: an outline

The toolkit centres on four Cs: curriculum, culture, climate and communication.

2. Antiracism central to CPD

Include race equality as a central component across training and development programmes, and for teaching training, the inclusion of antiracist pedagogy.

3. Institutions publish data annually

Publish college/training provider data on student performance, workforce, leadership and governance by ethnicity, including actions to address gaps.

4. Organisations to publish data annually

Publish sector organisation data on workforce, leadership and governance by ethnicity, including actions to address gaps.

5. Advisory groups led by experts

Ensure leaders of advisory boards/committees focusing on race equality possess insight and expertise in antiracism.

6. Re-addressing the imbalances in recruitment processes

Implement recruitment processes that proactively address imbalances in the ethnicity profile of the workforce at all levels.

7. Quality systems spotlight race equality

Evaluate the effectiveness of pedagogy, provision and leadership in relation to race equality.

8. FE commissioner and statutory bodies incorporate race equality assessments

Incorporate race equality data and impact assessments in all FE commissioner and other statutory bodies reviews, reports and recommendations.

9. Best-practice antiracism frameworks

Collaborate to develop and cascade best practice antiracist frameworks across the FE sector.

10. Positive optics and messaging

Ensure fair treatment and positive advocacy of black students, staff and communities through all internal and external communications.

*The leadership group stresses that "black" is used as an inclusive definition for people from ethnically diverse backgrounds who share a lived experience of the effects of racism.

# data[].attributes.attachment_link.title
Anti-racism toolkit launched by leadership group

# data[].attributes.attachment_link.description
The group wants the toolkit to be used by education providers and governing organisations across the FE sector, including the Department for Education and the Education and Skills Funding Agency, as well as member organisations such as the Association of Colleges and the Association of Employment and Learning Providers.

# data[].attributes.attachment_link.authors[].name
Sundiatu Dixon-Fyle and Kevin Dolan and Dame Vivian Hunt and Sara Prince

# data[].attributes.attachment_link.description
Although the business case for diversity, equity, and inclusion (DE&I) is stronger than ever, many companies’ progress has stalled. A systematic approach and bold action can help.

# data[].attributes.attachment_link.readable_text
COVID-19 is confronting companies around the world with a daunting degree of disruption. In the immediate term, some face devastating losses of revenue, dislocations to operations and supply chains, and challenges to liquidity and solvency. Others are coping with enormous unexpected spikes in demand. In the medium term, we can expect material and lasting shifts in customer markets, regulatory environments, and workforce deployments. Leaders and managers will need a great deal of resolve and resilience as they seek to navigate an economically and socially viable path toward a "next normal."

The lessons from previous crises tell us there is a very real risk that inclusion and diversity (I&D) may now recede as a strategic priority for organizations. This may be quite unintentional: companies will focus on their most pressing basic needs-such as urgent measures to adapt to new ways of working; consolidate workforce capacity; and maintain productivity, a sense of connection, and the physical and mental health of their employees.

Yet we would argue that companies pulling back on I&D now may be placing themselves at a disadvantage: they could not only face a backlash from customers and talent now but also, down the line, fail to better position themselves for growth and renewal. Some of the qualities that characterize diverse and inclusive companies-notably innovation and resilience-will be much in need as companies recover from the crisis. Indeed, it could help companies to unlock the power of I&D as an enabler of business performance and organizational health and contribute to the wider effort to revive economies and safeguard social cohesion. In this article, we explore what companies can do to ensure that I&D remains a core part of their agendas during the downturn, and beyond.

The benefits of I&D are clear now-and that doesn't change in a crisis

Our research has repeatedly shown that gender and ethnic diversity, inclusion, and performance go hand in hand. Our latest report, Diversity wins: How inclusion matters, reinforces the business case. Over the past five years, the likelihood that diverse companies will out-earn their industry peers has grown. So have the penalties for companies lacking diversity. Another forthcoming McKinsey report, about Latin America, highlights the strong correlation between gender diversity and positive behavior directly related to better organizational health-which, in turn, is associated with better business performance. Similarly, our previous research found that women tend to demonstrate, more often than men, five of the nine types of leadership behavior that improve organizational performance, including talent development. Women also more frequently apply three of the four types of behavior-intellectual stimulation, inspiration, and participative decision making-that most effectively address the global challenges of the future.

The bulk of this research on the business case for diversity was carried out during the past five years, when economic conditions have been mostly favorable. Yet the evidence from past crises shows that diversity can also play an important role in recovery. For example, several reports have shown that in the 2008-09 global financial crisis, banks with a higher share of women on their boards were more stable than their peers. This research also suggests that banks run by women might be less vulnerable in a crisis. And we are seeing, right now, that cities and countries with women leaders are thought to be facing the COVID-19 pandemic more successfully than those without them. It may be, some researchers conclude, that female leadership has a trust advantage giving women the edge in certain crisis situations.

The challenge: Why I&D may lose momentum during the COVID-19 crisis

Progress on I&D could slow down during and after the crisis unless companies consciously focus on advancing diversity and fostering inclusion. The importance of such continuity is quite intuitive, but it was not the norm during the 2008-09 financial crisis: although gender-diversity programs were not officially deprioritized, they did not benefit from additional effort or interest, and programs targeting all employees became a higher priority among some of the companies in our sample. Early signs, this time around, are not encouraging. One pulse survey of I&D leaders, for example, found that 27 percent of them report that their organizations have put all or most I&D initiatives on hold because of the pandemic.

Representation at risk. As the crisis makes jobs vulnerable, diverse talent may be most at risk. To be sure, we may see an uptick in the number of jobs and, possibly, in pay for some gendered occupations-such as healthcare providers on the front line of public service. But these effects are likely to be offset by job losses in the private sector, where low-skill, low-paying jobs in retailing, leisure, and hospitality may be hard hit.

Furthermore, the crisis will probably intensify existing workplace-automation trends that are already expected to take a greater toll on women and minorities. While previous research from the McKinsey Global Institute has shown that automation has a more or less equal net impact on the jobs of women and men, it will vary greatly across sectors and regions. Pervasive barriers to the development of skills and access to technology must be overcome if women and minorities are to get new job opportunities, especially in the tech sector. Avenues for economic advancement will continue to be a challenge for them. And because they typically work in medium- and lower-paid occupations, and demand for such roles is expected to shrink, they are likely to bear the brunt of the transition.

We can see this playing out already in the crisis. McKinsey research has found that 39 percent of all jobs held by black Americans-compared with 34 percent by white ones-are now threatened by reductions in hours or pay, temporary furloughs, or permanent layoffs. That is seven million jobs.

As the COVID-19 crisis makes jobs vulnerable, diverse talent may be most at risk.

Eroding inclusion. A second key risk is that remote-working conditions may erode inclusion. Sending staff home to work, in a bid to stem the spread of COVID-19, risks reinforcing existing exclusive behavior and biases and undermining inclusive workplace cultures. McKinsey research analyzing the lessons of remote working in China-an early mover because it was at the vanguard of efforts to contain the spread of COVID-19-found that teams or whole business units working remotely can quickly become confused and lose clarity. Isolation leads to uncertainty about whom to talk with on specific issues and how and when to approach colleagues, leading to hold-ups and delays. In such a climate, there is a risk of amplifying noninclusive dynamics.

Remote-working norms, particularly videoconferencing, could make it difficult for some personnel, such as LGBTQ+ employees, to avoid publicly sharing aspects of their home lives they might not be comfortable revealing to all of their colleagues. Working from home also may put women and minorities at a disadvantage, given challenges such as broadband access, the availability (or lack) of home-office space, and childcare and home-schooling duties.

The chance: Leveraging I&D in the crisis

These challenges, if unaddressed, could undermine corporate responses to the COVID-19 crisis. Leaders and organizations will need enhanced problem-solving skills and vision to address dislocations in businesses, industries, and regulatory environments. Strategic agility-the ability to spot and seize game changers-is likely to be a mission-critical trait. It is also likely to be stronger in organizations that can draw on the full spectrum of diverse talent available to them.

Our research and the research of others suggest that when companies invest in diversity and inclusion, they are in a better position to create more adaptive, effective teams and more likely to recognize diversity as a competitive advantage. Meanwhile, other companies might struggle. Their responses to I&D during the COVID-19 crisis could mirror the broader stances toward I&D described in our report Diversity wins, where three broad categories of approaches emerged.

Diversity winners and fast movers. One-third of the companies in our data set have made significant I&D gains over the past five years and are increasingly pulling ahead of their industry peers in financial performance. Our experience with companies in this group suggests that many of them will view their existing strengths in I&D as a way to bounce back more quickly from the crisis while they actively seek to boost representation and inclusion.

Moderate movers and resting on laurels. A middle group of companies have made only modest I&D gains in the past five years. It's easy to imagine their continuing to tread water during the crisis, perhaps seeking to protect their gains but doing little new to build on or increase them.

Laggards. Companies in this broadest group have progressed little, remained static, or regressed in their gender and ethnic representation in the past five years. With no momentum, most could well deprioritize I&D efforts during the COVID-19 crisis.

The crisis, in other words, will interact with existing I&D trends. Further separation between diversity leaders and laggards is possible, and companies in the muddy middle could make huge progress (exhibit). Such organizations, by raising their I&D sights, should be able to upgrade their "license to operate" and realize the goals of recovery, resilience, and reimagination.

For business executives the world over, this may prove to be a defining moment in their careers. They must not only protect the health of their employees and customers but also navigate far-reaching disruption to their operations, plan for recovery, and prepare to reimagine their business models for the next normal. When leaders and companies reaffirm their commitment to I&D, they can seize the moment as they stretch for gains in five key domains where, our research suggests, I&D frequently makes a significant difference to an organization's performance.

Opportunity 1: Winning the war for talent. Organizations can ensure that they hold onto their top talent by monitoring the demographic profile of their changing workforce and ensuring that diverse talent isn't lost. The shift to remote working could offer advantages here. Remote working may have some downsides, as we've mentioned earlier, but its benefits, particularly increased flexibility, may play a more significant role in the long term of retaining women, who often shoulder a disproportionate share of family duties. The wholesale shift to remote working is also opening up access to a whole new array of talent that may not have been available to companies previously: working parents, dual-career couples, and single parents are all better suited to a flexible workplace and remote working.

Opportunity 2: Improving the quality of decision making. In the face of major dislocations, enhanced problem-solving skills and vision will be needed to reappraise business models, competitive dynamics, and the external environment. Our research has demonstrated that organizations investing in diversity and inclusion are strongly positioned in this regard, in part because diversity brings multiple perspectives to bear on problems, thereby boosting the odds of more creative solutions. Diverse companies are also more likely to have employees who feel they can be themselves at work and are empowered to participate and contribute. In addition, research shows that diverse teams focus more intently on facts and process them more carefully. What's more, "they may also encourage greater scrutiny of each member's actions, keeping their joint cognitive resources sharp and vigilant."

When companies invest in diversity and inclusion, they are in a better position to create more adaptive, effective teams and more likely to recognize diversity as a competitive advantage.

Opportunity 3: Increasing customer insight and innovation. Research also indicates that diverse teams are more innovative-stronger at anticipating shifts in consumer needs and consumption patterns that make new products and services possible, potentially generating a competitive edge. For example, one study found that over a two-year period, companies with more women were more likely to introduce radical new innovations into the market. A separate study found that businesses run by culturally diverse leadership teams were more likely to develop new products than those with homogenous leadership. Similarly, our forthcoming research on Latin America has found that employees in companies committed to diversity are about 150 percent more likely to report that they can propose new ideas and try new ways of doing things.

Opportunity 4: Driving employee motivation and satisfaction. McKinsey research on Latin America showed that companies perceived as committed to diversity are about 75 percent more likely to report a pro-teamwork leadership culture. Instead of letting remote working erode inclusion during this crisis, companies can reaffirm their commitment to I&D by capitalizing on its advantages in flexibility and access to talent. They can also use society-wide feelings of solidarity, which are growing in the crisis, to build agile, inclusive work cultures going forward. Proponents of I&D should show the leaders and managers of their companies the business benefits of I&D and the critical importance of inclusive leadership to ensure that all employees feel valued and motivated at a time of increased vulnerability. One tangible way to achieve this goal may be to consider offering hazard pay to help compensate for socioeconomic inequities associated with, for example, the fact that minorities are disproportionately represented in essential work categories, which involve lower pay and more exposure to infection for them and their families.

Diverse teams are more innovative-stronger at anticipating shifts in consumer needs and consumption patterns that make new products and services possible, potentially generating a competitive edge.

Opportunity 5: Improving a company's global image and license to operate. Companies that maintain, or even increase, their focus on I&D during the downturn are likely to avoid the risk of being penalized in its aftermath-for example, by losing customers, struggling to attract talent, and losing government support and partnerships. Companies that seek to emphasize solidarity and purpose and reach beyond the organization to support the broader economy and society stand to gain. Diverse organizational environments can have a positive impact on individual and collective behavior, boosting collaboration and creativity. Companies can take steps to seed these benefits more widely. For organizations, this can take the form of cushioning the impact of the crisis on society by donating money to hard-hit areas or leading upskilling and reskilling efforts, such as instruction in coding for poor communities. There are already many examples of small and employee-driven initiatives to support neighborhoods, towns, and cities, of companies encouraging employees to give back to them in nonfinancial ways (such as volunteering), and of larger corporations coming together to find innovative ways to minimize the pandemic's impact on public health and to limit disruptions to economies and supply chains.

If there is one thing this crisis is demonstrating, it's that the interdependencies among business, government, and society can no longer be ignored. To survive and thrive, business needs healthy consumers, functional societies, and a diverse and inclusive workforce. This crisis helps us to understand diversity in a broader context. Rather than restricting our discussions about I&D to a narrow focus on representation in organizations, we can talk about how to welcome, include, consider, and engage people from all backgrounds in all walks of life. Organizations that do so are likely to be rewarded in the longer term.

Seizing the moment to forge a new commitment to equality

The experience of diversity winners we have studied has shown that if companies deploy a systematic approach to I&D and don't fear bold action to foster inclusion and belonging, they are most likely to reap the rewards. We believe that now is the time to be even bolder.

After the 2008-09 crisis, when we asked companies what they believed to be the key organizational dimensions needed to emerge successfully from a crisis, most emphasized the importance of the leadership team and the ability to define a clear direction for the company going forward-both dimensions in which diversity plays a vital role. Now is the time for leaders to reaffirm their commitment to I&D and to reap its benefits not just because it is likely to give them a better chance at recovery but also because it is the right thing to do.

As we saw during World War II-when many married women with children joined the labor force for the first time-big crises can bring about big change. At this watershed moment, there is an opportunity to forge a new commitment to equality and fairness that will ensure more prosperity for all.

# data[].attributes.attachment_link.description
COVID-19 is confronting companies around the world with a daunting degree of disruption. In the immediate term, some face devastating losses of revenue, dislocations to operations and supply chains, and challenges to liquidity and solvency. Others are coping with enormous unexpected spikes in demand.

# data[].attributes.attachment_link.readable_text
Is your company a welcoming place for lesbian, gay, bisexual, transgender, and queer (LGBTQ+ ) employees? If you are like many other leaders, you might think that it is: your diversity and inclusion (D&I) initiatives are in place, some employees are out as LGBTQ+, and people seem to respect one another's differences. The US Supreme Court made discrimination against workers based on their gender identity or sexual orientation illegal on June 15; your company has been actively fighting such discrimination for years. As one person we interviewed put it, some leaders at his company seem to have the following perspective: "We're a really decent place. We don't have any nightmare people. So we don't have a problem. Right?"

Insights to Impact

But while diversity and inclusion have climbed corporate agendas over the past decade, many LGBTQ+ employees continue to face discrimination, discomfort, and even danger in the workplace. When it comes to true inclusion, everyday interactions with peers and leaders matter as much as organizational policies or formal processes. In short, your company may not be as inclusive as you think it is.

To learn how LGBTQ+ employees are faring in today's workplaces, we compiled a broad set of data, both quantitative and qualitative. First, we surveyed more than 2,000 employees at a variety of organizations worldwide; respondents ranged from entry-level to CEO and included both LGBTQ+ and non-LGBTQ+ employees. To ensure that LGBTQ+ voices were prominent, we interviewed and conducted focus groups with members of The Alliance, a global network of LGBTQ+ leaders from public-, private-, and social-sector institutions. Finally, we drew on our ongoing Women in the Workplace research, which has shed light on the experiences of LGBTQ+ women.

Our research illuminates the everyday experiences of LGBTQ+ employees, many of whom remain in the closet. In this article, we share what we've learned about the challenges these employees face, including firsthand accounts and reflections from LGBTQ+ people about their work lives and environments. Such voices are essential to any conversation on inclusion, whether the focus is on ending gender discrimination, racial discrimination, or any other kind of discrimination. Listening and learning about employees' lived experiences is the first step business leaders must take if they want to create fairer workplaces.

The voices you will hear in this article and the research we have conducted have led us to recommend six key changes to help improve workplaces for LGBTQ+ employees and for employees who have LGBTQ+ family members. Supporting a diverse workforce is easier said than done, we recognize. Our intent is to inspire integrated action that meets the needs of all employees. Executives who embrace this opportunity can become more effective leaders and boost the empathy, effectiveness, and productivity of their organizations.

We'll start with the unique workplace challenges facing LGBTQ+ employees.

Coming out

Foremost among them is coming out. More than one in four LGBTQ+ respondents are not broadly out at work (Exhibit 1). One interviewee explained that while she had overcome a number of difficulties over the course of her career, one of the biggest challenges she had faced was "coming out in the workplace as genderfluid and nonbinary, because I was one of the first people who had come out as that-certainly in financial services."

Coming out-and being out-matters. One interviewee described being out as key to forming relationships: "My successful professional relationships are underpinned by really getting to know the people I'm working with. When that's happening, I want to be open about my identity. Otherwise, it's hard to deeply relate to people and instill in clients a sense of confidence." Feeling unable to come out, another interviewee told us, "contributes to lower workplace productivity, because it is stressful and debilitating."

Often, coming out means more than simply letting people know that one identifies as LGBTQ+. As one person explained, "Coming out is going to the frontier of how authentic and transparent I want to be about who I am, in a way that creates as much freedom and ease at work as is comfortable and possible for me." Only at his current workplace was he able to come out fully: "Recently, at a senior-executive retreat, I talked about growing up in an evangelical church as a child of immigrants, and then basically being told in college that I was disowned. (My family eventually came around.) I had never come out at work like that." Still, he added, "Not everyone wants to go all the way to that level. And that's fine too."

Our research reveals four complexities of coming out at work:

Coming out is especially challenging for junior employees. Only one-third of LGBTQ+ survey respondents below the level of senior manager reported being out with most of their colleagues. As one person explained, "Being authentic once you've made it is easier than being authentic when you haven't." Yet even among senior leaders, many remain in the closet. Of the LGBTQ+ senior leaders we surveyed, one in five is not broadly out at work.

Women are far less likely than men to be out. Only 58 percent of the LGBTQ+ women we surveyed (compared with 80 percent of LGBTQ+ men) said that they are out with most colleagues. One reason: existing gender discrimination. One interviewee reflected that, as a woman, "you always had to be perfect in terms of how you looked and what you did, and your work always had to be better than everybody else's. So there was almost that thing of, 'Why add anything else to make it more difficult?'"

Coming out is more difficult for people outside Europe and North America. While three-quarters of North American respondents and 78 percent of European respondents were broadly out at work, only 54 percent of respondents from other regions reported being out with most of their colleagues.

People who are open about being LGBTQ+ often have to come out repeatedly. Nearly half of LGBTQ+ respondents reported having to come out at work at least once a week in the past month (Exhibit 2). One in five respondents had to come out multiple times a week, and one in ten said they had to come out on a daily basis. One termed this the "multiple coming out conundrum," adding, "I think straight people don't get it." A gay man at a Japanese multinational related: "It's in my bio-I've been out about my family since I joined this company. Still, I have these dinner conversations with senior executives who ask, 'Is your wife Japanese?' It's a constant."

The experience appears widespread: a lesbian partner at an international law firm reflected, "It makes life difficult because you're coming out all the time. We all get those questions from clients, like, 'What does your husband do?'" Having to come out repeatedly can take a toll. One interviewee described the effort in an earlier role as "psychologically draining." Things are better in her current role: "Being someplace where I can just be out, know it's OK, and take that noise out of the system, I do think has helped me focus."

It makes life difficult because you're coming out all the time. We all get those questions from clients, like, 'What does your husband do?'

All in all, coming out at work can be a fraught experience. Some 37 percent of survey respondents reported feeling uncomfortable at least once in the past month with coming out at work. In some cases, coming out may lead to abuse. One Canadian interviewee recalled, "My colleague overheard a conversation when I was making plans for the weekend and figured out I'm gay. My life was a living hell. She lobbed Bible verses over the cube. Since she was a senior person compared to me, I thought that my life was over."

Unfortunately, coming out is far from the only challenge that LGBTQ+ people still face in the workplace.

Discrimination

LGBTQ+ employees report substantial barriers to advancement, with many believing that they have to outperform non-LGBTQ+ colleagues to gain recognition. One interviewee shared an anecdote about developing a business plan for a struggling subsidiary. He had envisioned a new structure for the organization, built a team, brought in talent, and put himself forward to lead as CEO. Even though his business plan was implemented, he was passed over for the top job. A colleague he described as supportive told him, "It's not going to happen as long as you're a person of color and LGBTQ+." The interviewee explained that he chose to persevere: "I just keep being the best that I can be in my current role. My results speak for themselves, and when the next opportunity comes, I'm going to put my hand up again." Of course, not all discrimination is so blatant-but whether overt or unspoken, it remains limiting.

Our Women in the Workplace survey (which includes people of all genders) also points to barriers to advancement. Some 40 percent of LGBTQ+ women felt they needed to provide extra evidence of their competence. In addition, trans and nonbinary respondents were far more likely than cisgender people (men who were assigned male at birth and women who were assigned female at birth) to be in entry-level positions.

It isn't appropriate to have a family policy that gives me no family leave as a matter of right. I may well be the primary caregiver.

Company policies can make life harder for LGBTQ+ employees. Only about half of Fortune 500 companies provide benefits for domestic partners, and fewer than two-thirds offer trans-inclusive healthcare coverage. LGBTQ+ employees may also face hurdles qualifying for parental leave. A gay man who is having a child through a surrogate recounted: "I went through a painful process with my partnership, explaining that it isn't appropriate to have a family policy that gives me no family leave as a matter of right. I may well be the primary caregiver. I should get the same eight months paid leave as every other partner. And I got it. But I shouldn't have to explain that." Other challenges present themselves on a daily basis; some LGBTQ+ employees do not feel comfortable using women's or men's bathrooms, and, in many workplaces, these are the only options. One nonbinary person (who does not identify as a man or a woman) put it simply: "I did not have access to restrooms where I felt safe."

LGBTQ+ employees may also face discrimination from clients, vendors, or other business partners. One British interviewee recalled instances where a client asked that an LGBTQ+ colleague be removed from the team "because they were not happy a gay person was on their project." This occurred even though the client company supported inclusion: "We raised the issue with the client's senior management, because most of the people we work with would be shocked if someone said that." The interviewee's firm stood behind its LGBTQ+ employees: "We have a policy of not being neutral about this. If you can't be your authentic self on a client team, we probably wouldn't continue working with that client."

These are travails that LGBTQ+ people face in countries that are ostensibly safe for them. When they travel, they can face overt discrimination, danger, and legal jeopardy. More than one-third of UN member states-including half of Asian members and nearly 60 percent of African members-criminalize same-sex sexual acts. In some cases, the penalty is life in prison or death. In certain countries, simply being transgender is illegal. Interviewees told us that they even worry about safety in places considered welcoming toward LGBTQ+ people. One British interviewee is "very careful in the US, because the reactions you get are unexpected." Another executive was harassed in a central European country where she had previously felt safe. In fact, many LGBTQ+ people live in countries where human-rights abuses remain widespread.

Finally, LGBTQ+ employees face significant legal barriers when it comes to immigration, as many countries still do not recognize LGBTQ+ relationships. One interviewee went so far as to say that immigration laws had shaped his entire career, noting that "at a global corporation, the expectation is that you're willing to move around."

I just keep being the best that I can be. My results speak for themselves, and when the next opportunity comes, I'm going to put my hand up again.

Microaggressions

For many LGBTQ+ employees, office life means navigating a series of microaggressions, such as hearing disparaging remarks about themselves or people like them. More than 60 percent of LGBTQ+ respondents reported needing to correct colleagues' assumptions about their personal lives. Notably, four in five LGBTQ+ women below the level of senior vice president had to do so. Some LGBTQ+ people face the painful experience of being misgendered, or referred to by a pronoun that does not accord with their gender identity. LGBTQ+ respondents were also significantly more likely than other respondents to report hearing derogatory comments or jokes about people like them. One recounted an incident at a company event early in his career: "I interned at a company where I wasn't out. At the all-company meeting that summer, one of the senior partners went on stage-there was a tradition where this partner would do stand-up comedy-and made a number of really homophobic comments. I thought, 'This confirms that I shouldn't come out here-and also that I shouldn't work here.'"

Isolation

LGBTQ+ people are underrepresented in corporate environments, and many report being an "only" in their organization or on their team-the only lesbian or the only trans person, for example. Being an "only" can fuel anxiety and isolation and can result in other disadvantages. For example, LGBTQ+ employees often lack role models who share their identity. One French executive told us: "I had absolutely no role model, because none of the gay guys wanted to be out in the workplace." Fewer than one-fourth of LGBTQ+ survey respondents reported having an LGBTQ+ sponsor, and only about half of LGBTQ+ respondents (compared with two-thirds of non-LGBTQ+ respondents) said that they saw people like themselves in management positions at their organizations.

Interviewees described being pigeonholed as LGBTQ+. One interviewee recalled, "I got introduced to somebody at a party, and he said, 'Oh, you're that gay lawyer from Atlanta.' I replied, 'I really think of myself as a whole lot more than that.' But that's how people will label you." Another interviewee expressed concern that his firm was putting him on display to burnish its progressive credentials: "For many years, I was the only openly gay partner in quite a big firm. You have to deal with them wanting to roll you out."

Others reported being consigned to positions related to their identity. One interviewee described an incident at a global board meeting: "I was the only person of color and one of only two LGBTQ+ members, and the only panel they asked me to join was the diversity panel. The meeting was about growth, and my title was chief growth officer."

The first step toward improving the experiences of your LGBTQ+ employees is to understand their challenges, including those we've outlined so far. All leaders should stay connected to what it means to be LGBTQ+ at work; this type of learning never ends.

Some companies have already recognized the importance of this kind of learning at the top. The multinational law firm Linklaters, for example, piloted a reverse mentorship program in 2018 to deepen senior leaders' understanding of LGBTQ+ people (as well as ethnic minorities and people from different social backgrounds); the firm launched a second round of the program last year. Our research suggests that reverse mentoring is effective. It allows leaders to ask questions and engage in open dialogue. One focus group participant reflected, "There's this climate of fear. Reverse mentorship is really important because it gives people the opportunity, safety, and space to make a mistake." The experience can be transformative, even for executives who are already promoting inclusion. Another participant described mentoring his company's president: "He's not homophobic or anything like that. He's pretty open. But he never realized what needed to be done. It was only by engaging more, by having a direct example of what it means to be gay in the workplace that he realized, 'I need to get more involved, and visibly involved.'"

Having policies on the books is not enough. One executive at TD Bank described the reaction of the bank's former CEO when he learned that a senior executive was out at home but afraid of coming out at work. "He took a step back and said, 'What am I doing? I've failed as a CEO.' TD was the first bank in Canada to offer same-sex spousal benefits to employees, in 1994. We had this policy in place, and yet this executive didn't feel comfortable coming out. Our CEO asked, 'What am I doing wrong?'"

As the TD Bank interviewee put it, "Policies and procedures are just one part of the D&I mix. You've got to execute and you've got to live it. We weren't living it at the time. That's where he woke up." At the time, TD Bank had about 50,000 employees. When the CEO asked HR how many people had claimed benefits for same-sex partners, the answer was eye-opening: " Ninety. It was abysmal. People thought Big Brother was watching them." The bank's CEO doubled down on TD's diversity and inclusion efforts.

So what does "living it" mean? What steps should a leader take to make the workplace more comfortable for LGBTQ+ employees?

1. Don't stumble into microaggressions

Be careful not to make assumptions about people's personal lives or risk misgendering colleagues or clients. At the most basic level, this means not automatically asking women about husbands or boyfriends, and men about wives or girlfriends. Instead, use terms such as "friend," "spouse," and "partner." Also, ask for and then use the pronouns that each individual uses to self-identify. As one Latinx queer/LGBTQ+ leader put it, the goal is to avoid "shaming people for who they authentically are."

"Microsupport" can help to reduce microaggressions. For example, asking everyone at company events to include their pronouns on their name tags signals support for the LGBTQ+ community, helps educate employees about using individuals' personal pronouns, and reduces the chances that attendees will mistakenly misgender someone.

2. Set a meaningful public example

Avoiding microaggressions is just a start; you need to inspire confidence in your commitment.

Refer to LGBTQ+ relationships the same way you refer to other relationships. A simple mention of an LGBTQ+ employee's relationship, such as "Pauline's partner Eva," signals an awareness of and respect for different types of relationships and can have an outsize impact. One respondent reflected: "When a cofounder of our organization makes a reference at a company meeting to, say, a gay colleague's husband, that normalizes the relationship for the entire organization. That one extra step creates a powerful sense of belonging."

Display visible symbols of support, and encourage employees to do the same. One LGBTQ+ leader told us that seeing such signs of solidarity had made a lasting impression: "I was just in Australia for Wear It Purple Day, when everyone who supports the LGBTQ+ community wears purple. One of the accounting firms had the best campaign. It was very simple: everybody got one fingernail painted purple. They had nail-painting stations all over the lobby of their building! It was easy; it took five seconds. And it was the highest form of LGBTQ+ solidarity that I've ever seen in the business world. I would encourage every company to use this type of tactic. It doesn't cost anything, and it's easily shareable on social media." There's no need to wait for a celebration to show your support; for example, ally stickers displayed on employee laptops and office doors throughout the company can be incredibly powerful signals year round.

How do we respond to a high-value client telling us that they're withdrawing millions of dollars? Isn't the customer always right?

Sponsor LGBTQ+ events such as Pride. One executive explained that sponsoring Pride had sent a message both inside and outside his organization: "We were supporting Pride. This is gay. There was no hiding. We did it not only to tell the community that we were supportive, but also to tell employees that we meant business." Of course, sponsoring Pride is only part of the effort; you also need to walk the walk-for example, by providing benefits and protections for your LGBTQ+ employees and working to foster inclusion throughout your organization.

"Tell them it's nonnegotiable"

Make your public commitment tangible, even financial. Supporting LGBTQ+ people can mean putting money on the line. "In 2008," explained the TD Bank executive we mentioned earlier, "we went to market with a same-sex-couple ad in mainstream media. We had people coming at us, calling us a 'devil bank'-and the beauty of that is we stood firm and told the bigots and homophobes, 'This is nonnegotiable. Take your business elsewhere.' Other banks at the time stood back and watched, thinking, 'Is TD going to sink or swim?' Now, in Toronto, everyone is fighting about who has the best rainbow during Pride. We moved the dial on the conversation."

The initial fallout was one reason the ad had lasting power. The bank truly had something to lose: "Churches withdrew millions of dollars from some banks," the executive recalls. "Branch managers were calling me, crying, 'My scorecard is going down the drain.' How do we respond to a high-value client telling us that they're withdrawing millions of dollars? Isn't the customer always right? It was a moment of truth for the company. But we got direct, authentic messaging from the top to tell those clients, 'It's nonnegotiable. We are disappointed, actually, that you are disappointed. We are angry that you are angry. Take your money elsewhere. '"

3. Educate your team

Setting an example is important, but education can help ensure that your LGBTQ+ commitment is lived throughout the organization. Employee training-including during onboarding-can decrease the frequency of microaggressions, root out unconscious bias, promote respect toward LGBTQ+ colleagues, and equip employees to recognize and respond to inappropriate behavior. One interviewee reflected, "We've given people the skills to engage with other people in a more effective way. We've done inclusive-language training with all our people. That's generated not only knowledge but also conversations about where lines blur and what's acceptable. It hasn't always been comfortable, but it's been very positive for the organization." Our research suggests that such training is effective: LGBTQ+ survey respondents whose organizations provided employee training on inclusion and unconscious bias were 1.4 times more likely to feel very included in the workplace (Exhibit 3).

It is particularly important to provide such training to the people who make personnel decisions. As one interviewee explained, "The sweet spot-and I think this is where some organizations fall short-is middle management, which is historically made up of able-bodied, straight white men who are responsible for hiring, promoting, and firing. They don't understand that inclusion also means them. They're not considered diverse, so no one talks to them; we talk around them. We don't tell them the business case, we don't include them, we don't win their hearts and minds-but we expect them to be inclusive. And they disengage, because they are afraid of saying the wrong things. I would say 90 percent of them are good people. They just need to be educated."

Another reason why it is critical to train managers is because they directly shape employees' day-to-day experiences. One focus-group participant, an executive based in China, reflected: "Besides your company culture, there's the middle-management factor. When I talk to our people, I ask, 'Hey, why don't you feel comfortable coming out?' Quite often, the response is, 'I know you're positive, but you don't spend the day with me. I spend the whole day with my team and my project manager.' The support of that project manager on a day-to-day level matters a lot, but we haven't really worked on that yet. There's still quite a bit of unconscious bias at that level."

4. Strengthen your pipeline

Building an inclusive organization starts with recruiting and hiring a diverse set of employees. As one focus-group participant noted, "You can do a lot of things around inclusion, but you're not going to get there if you have foundational issues with how you bring people in, onboard them, and retain them. You need to work on hiring and promoting a diverse group of individuals."

Blind résumé screening-removing names, gender signifiers, and affinity-group affiliations-can help reduce unconscious bias in hiring decisions. In the words of one LGBTQ+ executive, "You need to make sure the hiring process is gender, color, and every other type of blind it can be. You have to have enough numbers in your hiring panel, and then just go on qualifications." Hiring is only one piece of the puzzle, however. Rigorous management of your talent pipeline means tracking representation at every level and understanding where drop-offs occur-then tailoring your interventions accordingly.

Efforts to recruit diverse candidates and promote diverse employees have a measurable impact: LGBTQ+ survey respondents were 1.4 times more likely to feel very included if their employers had organization-wide targets for recruiting diverse employees, advancing them, or both.

You can do a lot of things around inclusion, but you're not going to get there if you have foundational issues with how you bring people in, onboard them, and retain them.

5. Sustain support networks

Our research highlights the importance of some programs and initiatives that many companies already have in place. Resource groups for LGBTQ+ employees, for example, "enhance the employee experience" and should not be overlooked. Ally groups are also critical; as one interviewee put it, "You need to get your allies engaged, because they help to move the agenda. Our agenda would not have moved if it weren't for allies. In fact, our acronym used to be L-G-B-T-A, for allies." He noted that there is strength in numbers: "There are so many silos: LGBTQ+, women in leadership, visible minorities, et cetera. If we all work together, most of the time, we're the majority." (As another person noted, ally groups also "allow people to engage with the LGBTQ+ community without necessarily having to come out of the closet.")

Our survey also confirms that sponsorship is essential: the LGBTQ+ senior leaders we surveyed were more than twice as likely as their non-LGBTQ+ peers to credit sponsors with having aided their advancement. One interviewee drove the point home: "We all talk about sponsors, and we've seen all the articles and the literature, but it's for real. Unless people are pulling you up, you're not going to advance." Sponsors need not identify as LGBTQ+; in fact, while nearly half of the LGBTQ+ senior leaders we surveyed had three or more sponsors, 80 percent had no sponsor from the LGBTQ+ community. Given the lack of LGBTQ+ sponsors, non-LGBTQ+ sponsors play a particularly important role.

6. Strengthen your policies

Finally, there are key policies that have become standard at workplaces that promote comfortable and safe environments for LGBTQ+ employees. Implementing the following policies signals clearly that your company invests in and supports LGBTQ+ people:

domestic-partner benefits

a nondiscrimination policy that prohibits discrimination based on sexual orientation or gender identity

a family-leave policy that treats all parents equally

health insurance that covers hormone therapy and gender-confirmation surgery for employees seeking to transition

medical leave for colleagues who are transitioning

HR systems and documents that are inclusive of all genders and personal pronouns

all-gender or gender-neutral restrooms so that employees can use the facilities where they feel most comfortable

Our research did not set out to prove the business case for an inclusive, diverse workgroup with substantial LGBTQ+ representation. But, in the course of our interviews, our respondents made clear that there are at least three very tangible business benefits to building a workplace that is LGBTQ+ inclusive.

Boosting recruitment and retaining talent

Showing visible signs of support for the LGBTQ+ community can help with recruitment efforts. One focus-group participant, a gay investment-banking executive in Hong Kong, described the impact of diversifying the company's recruiting teams: "I had HR nominate a 'diversity and inclusion ambassador.' Every time we'd do a road show, we had someone there who represented those values. We found that if a candidate had an offer from several leading investment banks, the chance of us getting that talent got a lot higher. Having someone like you there who's actually within the business makes such an impact. The best people have multiple job offers, and by having that ambassador we get the best talent." Diversifying your recruiting teams should be done thoughtfully so that your "ambassador" is not tokenized; the goal is to deepen diversity and inclusion, not to make a show of your commitment.

Our research suggests that inclusivity matters to job seekers, both LGBTQ+ and non-LGBTQ+: nearly 40 percent of all survey respondents said they had rejected a job offer or decided not to pursue a position because they felt that the hiring company was not inclusive.

As our Women in the Workplace research underscores, building a welcoming workplace is also key to retaining employees. Compared with their closeted peers, LGBTQ+ women who are out at work are half as likely to say that they plan to leave their current employer in the next year.

Driving business

Many LGBTQ+ employees believe that greater workplace inclusivity translates into business opportunities for their companies. One leader we spoke with has a unique title: Head of LGBTQ2+ Business Development. He believes that promoting inclusion both inside and outside the organization has won business for his company: "I lead a team of people whose job is to drive business from the LGBTQ2+ community. It's pretty much LGBTQ2+ customer segmentation. We show the ROI [return on investment] and the business side of diversity. We wouldn't be able to do that if we weren't also engaging our colleagues and the public."

Another LGBTQ+ executive told us of a marketing campaign that influenced where he directs his dollars: "I was walking down a jetway that was plastered with [an airline's] latest marketing campaign-and there were these two men, and one was leaning into the other. Many corporations are now trying to market more to the LGBTQ+ community, or to present inclusive imagery. But what struck me was that there was nothing oblique here. I think back to the days of, 'Are they a couple? Are these gay people? I'm not sure.' I usually fly with another airline. Unless I see that airline do that, this airline is getting my business."

What struck me was that there was nothing oblique here. I think back to the days of, 'Are they a couple? Are these gay people? I'm not sure.'

Cultivating capabilities

The LGBTQ+ people we interviewed felt that there are a number of skills that are particularly strong among members of the LGBTQ+ community. One interviewee described the effect of having to come out constantly: "If you haven't got very much EQ [emotional quotient], you get a lot more! You build it by being sensitive to situations and the people you're dealing with. Because you always have to choose your moment and read the room."

Others described themselves and fellow members of the LGBTQ+ community as particularly resilient and empathetic. One LGBTQ+ leader said, "I think when you're an 'other,' you have more empathy than people who have never had to deal with adversity. Things don't come easy for us."

Building an inclusive environment helps LGBTQ+ employees reach their potential and bring all of their skills to bear. Moizes Palma, chief risk officer of HSBC Argentina, is an ally executive. He reflected on the benefits of driving LGBTQ+ inclusion: "Our greatest values are respecting people and accepting them as they are. I am working to help people at all levels of our bank understand what really matters: not your sexual orientation or gender identity, but your character. The results are so significant; it's not only about productivity, but also about lowering the number of people with mental-health issues and seeing people happy at work, with no fear of being themselves. Our efforts have helped leaders and employees to work more effectively and perform to their full potential."

For Palma, inclusion is personal: "I still remember one team member saying that she felt more protected at our bank than in her own home. That was very touching. I was able to see in practice how an inclusive environment can change the lives of our people-and how a company with truly inclusive values can help both one person and the entire society."

Every leader has the opportunity to start making important changes now. As one interviewee noted, choosing to use more inclusive language, working hard at self-growth and education, and providing employee training "are not necessarily a heavy lift financially. There's a lot of simple work that needs to happen right now."

Another interviewee echoed this sentiment: "Many of the small, day-to-day things are most meaningful in creating an inclusive atmosphere. They determine whether someone feels like they are truly at the table with everyone else or their seat is six inches back." When employees see company leaders express support for LGBTQ+ rights, refuse to tolerate discrimination, and hold that ground when the going gets tough, they believe that their employer will support them if they choose to be open about their identity. LGBTQ+ survey respondents were 1.6 times more likely to feel very included in the workplace if company leaders had clearly put diversity and inclusion on the strategic agenda.

Other changes will take longer to implement. One LGBTQ+ executive told us, "I've got a company full of leaders who are really well-intentioned, want to make progress, and have what I call 'healthy impatience.' I say to them, 'Hey, some of this inclusion infrastructure is going to take some time to build.'" In fact, he pointed out, leaders must continually work to create an inclusive environment: "As we increase our diversity, inclusion actually gets harder; as we bring in different people, everything that we've done to date will no longer be sufficient-and that's actually a great thing." As one interviewee put it, leaders have a "duty to try to change the world so that everyone can live their life in full color."

# data[].attributes.attachment_link.title
LGBTQ voices: Learning from lived experiences

# data[].attributes.attachment_link.description
Is your company a welcoming place for lesbian, gay, bisexual, transgender, and queer (LGBTQ+ ) employees? If you are like many other leaders, you might think that it is: your diversity and inclusion (D&I) initiatives are in place, some employees are out as LGBTQ+, and people seem to respect one another's differences.

# data[].attributes.attachment_link.readable_text
Corporate America has played an important role in the progress of LGBTQ+ rights over the past two decades, with many companies making public gestures of support. Hundreds of major consumer brands have become regular sponsors of annual Pride events. A record 206 major corporations signed an amicus brief in the spring advocating for the Supreme Court's June 2020 decision protecting LGBTQ+ individuals from workplace discrimination. Companies are also increasingly making business-critical decisions about recruitment practices, employee-resource groups, and marketing that embrace LGBTQ+ rights.

Despite these outwardly visible signs of progress, many challenges persist. Likewise, a growing business case for inclusion has not translated into solid gains for the LGBTQ+ community within the workplace itself. According to our ongoing Women in the Workplace research, LGBTQ+ women, for example, are more underrepresented than women generally in America's largest corporations. Just four openly LGBTQ+ CEOs head these corporations, only one of whom is female and none of whom is trans. It's thus not surprising that LGBTQ+ women and trans employees often feel isolated from one another in the workplace, creating a more negative workplace experience and affecting their motivation to become a top executive. Our research also finds that LGBTQ+ women face increased rates of sexual harassment and discrimination based on gender and orientation. Moreover, trans employees face a distinct set of obstacles to performance and career progression.

To engage a new generation of workers and consumers-many of whom choose careers and products based on diversity and inclusion -companies must move beyond public gestures of support for LGBTQ+ issues to create a more positive work experience. Additional efforts are especially needed in a world-and workplace-with the added health risks and isolation of remote working in the coronavirus era. We recommend specific steps that senior company leaders and human-resource professionals can take to ensure their organizations are safe and welcoming environments for LGBTQ+ employees.

Underrepresentation and isolation

Academic estimates have found that 5.1 percent of US women identify as LGBTQ+ as do 3.9 percent of US men. Their representation in corporate America, however, is much lower than these levels (Exhibit 1).

The representation of LGBTQ+ women starts to drop off beginning with the first promotion to the manager level. While LGBTQ+ women make up 2.3 percent of entry level employees, they comprise only 1.6 percent of managers and even smaller shares of more senior levels.

This underrepresentation increases the likelihood that LGBTQ+ women will feel isolated at work. With so few others like them, they are more likely to represent their entire group when they're the only one like themselves in meetings or events.

Our research shows that stress increases when a person experiences "onlyness," or being the only one on a team or in a meeting with their given gender identity, sexual orientation, or race. Employees who face onlyness across multiple dimensions face even more pressure to perform. For LGBTQ+ women, who are workplace minorities in both gender and sexual orientation, the only experience is common-and particularly challenging-in corporate environments. LGBTQ+ women are twice as likely as women overall to report being an "only," and they're seven times more likely to say so than are straight white men. LGBTQ+ women of color are eight times more likely than straight white men to report onlyness (Exhibit 2).

LGBTQ+ women, especially bisexual ones, also experience more microaggressions, like hearing demeaning remarks about them or people like them. Compared with straight women and straight men, bisexual women are 13 and 28 percentage points, respectively, more likely to have experienced microaggressions (Exhibit 3).

LGBTQ+ women are also more than twice as likely as straight women to feel as though they cannot talk about themselves or their life outside work-and more likely than straight women or LGBTQ+ men to report they feel as though they need to provide more evidence of their competence.

LGBTQ+ women are also the most likely to say they have reported microaggressions to their company-alerting managers to what can become legally sensitive work-culture issues that affect all women, even if straight women may be less aware of them. These include, for example:

Pressure to play along. LGBTQ+ women are almost twice as likely to feel the pressure to "play along" with sexual discussion, humor, or actions than their straight-women and male-LGBTQ+ counterparts.

Targets of sexist jokes. Half of LGBTQ+ women hear sexist comments or jokes about their gender while at work-1.5 times more than straight women and 2.6 times more than LGBTQ+ men.

Targets of sexual harassment. More than half of LGBTQ+ women report having experienced sexual harassment over the course of their career, 1.4 times more than straight women and 1.9 times more than LGBTQ+ men.

Effects on career progression

Three in 20 LGBTQ+ women believe that their sexual orientation will negatively affect their career advancement at work. For LGBTQ+ men, this number is even higher, at six in 20.

Compared with straight women, LGBTQ+ women are also more likely to report that their gender has played a role in missing out on a raise, promotion, or a chance to get ahead. Despite these challenges, LGBTQ+ employees are just as likely as their straight counterparts to aspire to be top executives (Exhibit 4).

LGBTQ+ women, however, often report different motivations behind their executive aspirations. Specifically, they are 1.5 times more likely than straight men and 1.2 times more likely than LGBTQ+ men to be motivated to advance into senior leadership so that they can use their position to be a role model for others like them. LGBTQ+ women are also 1.4 times more likely than straight men to seek senior-leadership roles to have a positive impact on the world.

Bringing your full self to work

Women who are out as LGBTQ+ are happier with their careers, and view both their companies and their managers more favorably compared with their closeted peers (Exhibit 5). This is likely a two-way street, with more welcoming and positive workplaces making it easier for LGBTQ+ women to come out of the closet; in turn, the psychological value of being out contributes to happiness and career satisfaction for LGBTQ+ women.

Making it psychologically safe for LGBTQ+ women to be out of the closet at work should be a priority for companies striving to win the war for talent and retain their employees. LGBTQ+ women who are open about their sexuality at work are half as likely to plan to leave their current employer in the next year compared with their closeted peers (8 percent versus 16 percent), and are a third more likely to plan to stay for five years or more (51 percent versus 38 percent).

The trans experience in the workplace

Gender-diverse people identify with a gender other than the one assigned at birth, multiple genders, or no gender-including trans, genderfluid, genderqueer, and gender nonconforming, for example. In this discussion, "trans" refers to people in our data set who identified as trans or as nonbinary, while cisgender refers to those who do not identify as trans or as nonbinary.

It is estimated that roughly 1.4 million adults in the United States identify as trans, and our data suggest that the workplace environment for trans people is heavily shaped by the experience of onlyness. Trans people are much more likely to report being an only, in both gender and sexual orientation. Trans people are also less likely to have the support of a sponsor (21 percent versus 32 percent of cisgender people).

Trans people face especially sharp barriers to advancement in the workplace, and their experience is distinct from that of cisgender people who also identify as lesbian, gay, bisexual, or queer. People who identify as trans in our research set are roughly the same age as cisgender people, but they are much more likely to be in entry-level positions than cisgender people. They're also less likely to have management, evaluation, or hiring responsibilities. And they're more likely to view their gender or sexual orientation as a barrier to advancement (Exhibit 6).

Barriers for trans people are likely driven in large part by the workplace environment they face. They are almost twice as likely to hear sexist jokes about people of their gender or to hear demeaning comments about people like themselves, and they are more than three times more likely to feel like they can't talk about themselves or their life outside work.

These barriers likely contribute to the fact that trans people are much more likely to frequently think about leaving their company (32 percent versus 21 percent of cisgender people), and they are more likely to expect to stay at their current company for less than a year (18 percent versus 8 percent of cisgender people).

While there is much more that needs to be done to correct the barriers facing trans people, there is some cause for optimism that things may be changing: trans people are more likely to report having been promoted in the past year than cisgender people (25 percent versus 14 percent).

Looking ahead

To make meaningful progress for LGBTQ+ employees, companies can start with a few basics:

Create structural support for trans employees. While not all headwinds can be corrected by companies, there are clear steps they can take to improve the experience of trans people. These include making health coverage inclusive of trans people, to prevent health issues from creating career barriers; supporting leave for transitioning colleagues; allowing employees to use the bathroom facilities they find most comfortable, including all-gender options; and ensuring that HR systems are inclusive of all employees' genders and pronouns, including allowing changes to documents and records, for example, for those who are transitioning, or already have transitioned.

Stamp out inappropriate behavior. Companies can take steps to prevent and address microaggressions and demeaning behavior. They can, for example, encourage company-wide conscious inclusion training so that employees can recognize and respond to inappropriate behavior. This should include support, awareness, and sensitivity toward trans and gender-diverse colleagues and also include the proper use of pronouns and names. They can create safe-reporting channels to investigate and correct inappropriate behavior. Finally, they can ensure that leadership sets the tone for acceptable behavior with decisive and visible action to promote it.

Make the 'only' experience rare from the outset. Proactively highlighting the company's support for the LGBTQ+ community can help ensure that prospective employees feel safe. Companies can reduce the "only" experience during recruitment by broadening their pool of diverse candidates and proactively providing them with feedback after their interviews. They can adopt blind resume-screening-removing names, gender signifiers, and affinity-group affiliations-to reduce the role of unconscious bias in hiring decisions. They can also can strengthen employee-resource groups by offering dedicated resources for LGBTQ+ employees, particularly LGBTQ+ women and trans employees who are at times overlooked in LGBTQ+ employee-resource groups.

Improve sponsorship to support career progression. Companies can improve sponsorship experiences and support LGBTQ+ employees' professional development by training managers on how to be effective sponsors to junior colleagues and proactively pairing LGBTQ+ women and trans employees with sponsors to support their career progression. Training should include, for example, awareness of broader support systems or resource groups.

Promote inclusivity in remote-working environments. Working from home, especially in the postpandemic era, poses unique challenges for companies seeking to ensure that all employees feel respected and safe, including LGBTQ+ employees. Videoconferencing, for example, can reveal parts of home life. Online meetings can be isolating if the loudest voices are able to dominate conversations. Leaders can help combat these challenges by establishing direct lines of communication with all remote workers to see how they are doing and to ask what support they might need. Teams should also work together to set virtual-working norms to create an inclusive environment. These might include, for example, rotating speaking roles in meetings and scheduling downtime during the day so team members can address personal needs.

Article - McKinsey Quarterly

# data[].attributes.attachment_link.title
How the LGBTQ community fares in the workplace

# data[].attributes.attachment_link.description
Corporate America has played an important role in the progress of LGBTQ+ rights over the past two decades, with many companies making public gestures of support. Hundreds of major consumer brands have become regular sponsors of annual Pride events.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

The Commission's report into racial and ethnic disparities in the UK.

Documents

PDF, 24.1 MB, 520 pages

This file may not be suitable for users of assistive technology.

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email cred.enquiries@cabinetoffice.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

ZIP, 35.3 KB

This file may not be suitable for users of assistive technology.

Request an accessible format.

If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email cred.enquiries@cabinetoffice.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

Details

There have been some amendments to the report since it was published. These amendments are shown only in the HTML sections and not the PDFs.

The Commission's report sets out a new, positive agenda for change. It balances the needs of individuals, communities and society, maximising opportunities and ensuring fairness for all.

The Commission has considered detailed quantitative data and qualitative evidence to understand why disparities exist, what works and what does not. It has commissioned new research and invited submissions from across the UK.

Its work and recommendations will improve the quality of data and evidence about the types of barriers faced by people from different backgrounds. This will help to inform actions and drive effective and lasting change.

Thank you for your feedback

Report a problem with this page

# data[].attributes.attachment_link.title
The report of the Commission on Race and Ethnic Disparities

# data[].attributes.attachment_link.description
Skip to main content We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

# data[].attributes.attachment_link.readable_text
Responding to Education Policy Institute's report revealing the gap between poorer sixth form and college students and their more affluent peers, Chief Executive of AoC, the representative body for England's colleges, David Hughes said:

"The EPI report confirms what we all know, that growing up in poverty or disadvantage impacts on educational achievement. That's precisely why there is a pupil premium in schools. Sadly it stops at age 16, even though the impact of disadvantage does not. This analysis backs up our plea for a higher funding rate for 16 to 19 year olds and for an extension of the pupil premium to age 19. Young people in England's school sixth forms and colleges have lower hours of teaching, less support and less enrichment than their peers in other countries, and less than those in private schools. That needs to change.

Colleges work hard to deliver great education and training to over 650,000 young people, and meet the needs of twice the number of disadvantaged 16 to 18-year-olds in further education colleges compared to school sixth forms. Sadly, the funding is not adequate, and actually reduces further for 18 year olds who might need a three year programme to achieve their ambitions.

The government talks a lot about levelling up. Here's a chance to show they mean it, by boosting funding for the most disadvantaged young people so that they can be supported into good jobs or progress in learning."

You can read the report from Education Policy Institute here.

# data[].attributes.attachment_link.title
EPI's disadvantage gap study reveals poorer 16-19 year olds behind their peers - AoC responds

# data[].attributes.attachment_link.description
Responding to Education Policy Institute's report revealing the gap between poorer sixth form and college students and their more affluent peers, Chief Executive of AoC, the representative body for England's colleges, David Hughes said: "The EPI report confirms what we all know, that growing up in poverty or disadvantage impacts on educational achievement.

# data[].attributes.body
AC2021
Post George Floyd - 10 things that you should consider doing now if you are a College Principal or Leader.

This workshop will help you understand just what a game changer the George Floyd incident was. Your Students, staff and stakeholders need you to understand the issues, they want you to behave differently and they want you to change how you do things.

This session provides you with advice on 10 things that you should consider doing straightaway. This will become even more significant in the light of the FE White paper focussing on collaboration."

# data[].attributes.attachment_link.description
Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD and 4K with no ads.

# data[].attributes.headline
Equality, diversity and inclusion in the further education sector

# data[].attributes.subject
Equality, diversity and inclusion in the further education sector

# data[].attributes.body
Dr Shaid Mahmood, Chair, Association of Colleges and Chair, Luminate Education Group
AC2021

# data[].attributes.attachment_link.description
Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD and 4K with no ads.

# data[].attributes.attachment_link.description
Information and guidance on the Equality Act 2010, including age discrimination and the Public Sector Equality Duty.

# data[].attributes.attachment_link.title
Definition of disability under the Equality Act 2010

# data[].attributes.attachment_link.description
You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do daily activities

# data[].attributes.attachment_link.readable_text
How you take action will depend on who your complaint is against but here's a general guide of what you should do:

Step one: Find out about the complaints procedure for the organisation that you want to complain about. For example:

If it's your employer, you may wish to talk to your manager, your union or HR

If it's a shop or hotel, you may need to contact the manager or customer services

If it's your GP surgery, ask to see a copy of their complaints procedure

Step two: Send in details of your complaint, what happened, and when. Make it clear that you are complaining about age discrimination. It can also help to suggest solutions, for example, if you want an apology or the person responsible to be retrained.

Step three: If you're unhappy with the response, you may have to go to the next step of the complaints procedure (for example, you may need to contact a head office, ombudsman, or tribunal) or seek some further advice if you're not sure what to do.

# data[].attributes.attachment_link.title
Equality Act 2010 and age discrimination laws | Age UK

# data[].attributes.attachment_link.description
How you take action will depend on who your complaint is against but here's a general guide of what you should do: Step one: Find out about the complaints procedure for the organisation that you want to complain about.

# data[].attributes.body
Women's rights and equality.

# data[].attributes.attachment_link.readable_text
News

Blog

It's one year since we published our ground-breaking, Unlimited Potential: Report of the Commission on Gender Stereotypes in Early Childhood. To mark the anniversary, we reflect on our work to date, celebrate the steps that have been taken and plans to keep pushing this vital work forward. Read more

Have you ever been asked - why is women's representation important? Our Interim CEO, Felicia Willow has and in this blog, she explains why equal representation is vital for a functioning and effective democracy. Read more

Events

# data[].attributes.attachment_link.description
News It's one year since we published our ground-breaking, Unlimited Potential: Report of the Commission on Gender Stereotypes in Early Childhood. To mark the anniversary, we reflect on our work to date, celebrate the steps that have been taken and plans to keep pushing this vital work forward.

# data[].attributes.attachment_link.readable_text
We'd love to show you how your support is helping LGBTQ+ people everywhere to thrive. We need your consent to keep you up to date with our campaigns and events, and what you can do to help make life better for LGBTQ+ people.

# data[].attributes.attachment_link.description
We'd love to show you how your support is helping LGBTQ+ people everywhere to thrive. We need your consent to keep you up to date with our campaigns and events, and what you can do to help make life better for LGBTQ+ people.

# data[].attributes.attachment_link.readable_text
Maternity Action is the UK's maternity rights charity dedicated to promoting, protecting and enhancing the rights of all pregnant women, new mothers and their families to employment, social security and health care.

# data[].attributes.attachment_link.description
Maternity Action is the UK's maternity rights charity dedicated to promoting, protecting and enhancing the rights of all pregnant women, new mothers and their families to employment, social security and health care.

# data[].attributes.attachment_link.readable_text
The Beaumont magazine is published quarterly and is free of charge to paid-up members of the Society. It is packed with articles, photos, news, advertisements, advice for TG people, beauty and fashion tips, even readers' letters.

# data[].attributes.attachment_link.description
The Beaumont magazine is published quarterly and is free of charge to paid-up members of the Society. It is packed with articles, photos, news, advertisements, advice for TG people, beauty and fashion tips, even readers' letters.

# data[].attributes.attachment_link.description
Find HR news & your next human resources job on Personnel Today

# data[].attributes.attachment_link.readable_text
We seek to explore discrimination and disadvantage, and use that knowledge to help overcome barriers and promote race equality in health, housing and social care. Learn more

News

The Mental Health Consortium (Association of Mental Health Providers, Centre for Mental Health, and Rethink Mental Illness) with Health and Wellbeing Alliance partners Friends, Families and Travellers, Men's Health Forum, the National LGB&T Partnership and Race Equality Foundation, have been commissioned to investigate how to best support people severely affected by mental illness to stop smoking. The project, which [...]

The Mental Health Consortium (Association of Mental Health Providers, Centre for Mental Health, and Rethink Mental Illness) with Health and Wellbeing Alliance partners Men's Health Forum, the National LGB&amp;T Partnership and Race Equality Foundation, have been commissioned to investigate weight management for people severely affected by mental illness. The project, which is funded by the VCSE Health and Wellbeing [...]

The Foundation has been commissioned by the Independent Inquiry into Child Sexual Abuse to explore and understand how child sexual abuse affects members of different ethnic minorities, particularly Caribbean, Asian and African communities. We will be running a series of focus groups and interviews to find out about the barriers Caribbean, Asian and African survivors [...]

Meeting rooms for hire
The Foundation's training rooms are a modern suite of meeting rooms in a refurbished warehouse building. Located in a fully accessible building five minutes' walk from Kentish Town underground/rail stations, our comfortable facilities offers the space and services you need to run a successful event.
We have two rooms that can be used for a variety of events - seminars, workshops, training and meetings. Both rooms have wide windows with natural light. The rooms are available Monday to Friday 9am-5pm.

View details

Option to hire full day or half day

Fully wheelchair accessible rooms

Friendly and flexible staff to support your event organisation

Excellent modern equipment and facilities

Catering available

About Us

Find out more about who we are, what we do and where, and why we do it

Our Team

Meet the people who work at the Foundation and find out who our trustees are

Our Achievements

We have been around for thirty years and have achieved much in that time, find out about our history and proudest moments here

Latest Projects

In May 2019, a conference 'Call To Action' took place in Bristol. This was the 'fruit' of a mission by a small voluntary BAME focused mental health service 'Nilaari', to
Read more

The Foundation has been commissioned by the Independent Inquiry into Child Sexual Abuse to explore and understand how child sexual abuse affects members of different ethnic minorities, particularly Caribbean, Asian
Read more

# data[].attributes.attachment_link.title
Race Equality Foundation - Promoting equality in health, housing and social care

# data[].attributes.attachment_link.description
We seek to explore discrimination and disadvantage, and use that knowledge to help overcome barriers and promote race equality in health, housing and social care.

# data[].attributes.attachment_link.description
Promoting and upholding equality and human rights ideals and laws across England, Scotland and Wales.

# data[].attributes.body
Means of escape for disabled people.

# data[].attributes.body
A review of the needs and assets of the trans community.

# data[].attributes.attachment_link.description
Sitemap | Accessibility | Privacy policy Jonathan Burr Design

# data[].attributes.attachment_link.title
Disability Rights UK | We are Disabled people working for an inclusive society

# data[].attributes.attachment_link.description
We work with Disabled People's Organisations, public bodies, businesses and Government across the UK to influence regional and national change for better rights, accessibility, benefits, quality of life and economic opportunities for Disabled people.

# data[].attributes.attachment_link.description
Family and individual support for gender diverse and transgender children and young people

# data[].attributes.headline
Ties that Bind: British Values, citizenship and the role of education as social glue

# data[].attributes.subject
Ties that Bind: British Values, citizenship and the role of education as social glue

# data[].attributes.attachment_link.readable_text
Amanda Spielman, HM Chief Inspector for Education, Children's Services and Skills, spoke at Policy Exchange on "Ties that Bind: British Values, citizenship and the role of education as social glue".

Read the text of the speech on gov.uk.

# data[].attributes.attachment_link.title
Ties that Bind: British Values, citizenship and the role of education as social glue

# data[].attributes.attachment_link.description
Amanda Spielman, HM Chief Inspector for Education, Children's Services and Skills, spoke at Policy Exchange on "Ties that Bind: British Values, citizenship and the role of education as social glue". Read the text of the speech on gov.uk.

# data[].attributes.body
The pervasive discrimination and prejudice experienced by Gypsy, Roma and Traveller communities
A report by The Traveller Movement September 2017.

# data[].attributes.attachment_link.description
The Helpline advises and assists individuals on issues relating to equality and human rights, across England, Scotland and Wales. We can also accept referrals from organisations which, due to capacity or funding issues, are unable to provide face to face advice to local users of their services.

# data[].attributes.attachment_link.description
Bringing together our disability advice, guidance, news, blogs and information across the Equality and Human Rights Commission website.

# data[].attributes.attachment_link.description
Fairness in the workplace is a vital part of a successful business or public body. It is supported by the law - the Equality Act 2010 - and also makes good business sense in running and developing an organisation. The aim of the Equality Act is to improve equal job opportunities and fairness for employees and job applicants.

# data[].attributes.attachment_link.readable_text
GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies.

Research and analysis

Summary findings from the Ethnicity facts and figures website.

Documents

Details

This report provides an overview of the main findings from the first release of data from the Race Disparity Audit, published in October 2017.

As well as a review of each topic on the Ethnicity Facts and Figures website, the report presents an overview of disparities that have most impact across all aspects of people's lives.

This analysis helps to understand and assess differences between ethnic groups, and to identify those public services where disparities are diminishing and those where work is needed to develop effective strategies to reduce disparities between ethnic groups.

# data[].attributes.attachment_link.description
GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies. Research and analysis Summary findings from the Ethnicity facts and figures website.

# data[].attributes.attachment_link.description
Background to what the Public Sector Equality Duty is, how it came about and why we need it. A Powerpoint presentation is also available to download covering the same.

# data[].attributes.headline
The Casey Review: a review into opportunity and integration

# data[].attributes.subject
The Casey Review: a review into opportunity and integration

# data[].attributes.attachment_link.readable_text
GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies.

Independent report

An independent review by Dame Louise Casey into opportunity and integration.

Documents

Details

In July 2015, at the request of the then Prime Minister and Home Secretary, Dame Louise Casey was asked to undertake a review into integration and opportunity in our most isolated and deprived communities. This report sets out the findings of that review.

# data[].attributes.attachment_link.title
The Casey Review: a review into opportunity and integration

# data[].attributes.attachment_link.description
GOV.UK uses cookies which are essential for the site to work. We also use non-essential cookies to help us improve government digital services. Any data collected is anonymised. By continuing to use this site, you agree to our use of cookies. Independent report An independent review by Dame Louise Casey into opportunity and integration.

# data[].attributes.body
What new and what's changed

# data[].attributes.attachment_link.readable_text
This is the only official government service for booking the Life in the UK Test. You need to take the test as part of your application for British citizenship or settlement in the UK.

You must book your Life in the UK Test online at least 3 days in advance. It costs £50.

There are over 30 test centres in the UK. You can choose where to take your test when you book.

Prepare for the test

You'll be tested on information in the official handbook for the Life in the UK Test. You should study it to prepare for the test. The handbook is available as a book, an eBook, an e-Learning subscription or in audio formats.

You'll have 45 minutes to answer 24 questions about British traditions and customs.

Book the test

You need all of the following to book a test:

email address

debit or credit card

an accepted form of ID

Accepted forms of ID

You can use one of the following as ID to book the test:

valid passport

valid travel document with a photo (you cannot use an emergency travel document)

biometric residence permit

biometric residence card

Check the ' Identification requirements ' document to make sure the ID you have is acceptable.

Email nationalityenquiries@homeoffice.gov.uk for help if you do not have any of these documents.

The name you give on your test booking must be an exact match with the name on the ID you use to book the test.

If you have a disability

You can make special requests when you book your test, for example if you have a disability and need extra equipment or help accessing the centre.

Get help

Contact the Life in the UK Test Helpline if you need help with your booking.

When you do not need to take the test

You do not need to take the test if you:

are under 18

are 65 or over

have passed it before - for example, if you're applying to become a citizen and already passed it as part of your settlement application

have a long-term physical or mental condition - you must provide either a form or letter from a doctor confirming your physical or mental condition

There will be no change to the rights and status of EU citizens currently living in the UK until 30 June 2021. You and your family can apply to the EU Settlement Scheme to continue living in the UK.

# data[].attributes.attachment_link.description
This is the only official government service for booking the Life in the UK Test. You need to take the test as part of your application for British citizenship or settlement in the UK. You must book your Life in the UK Test online at least 3 days in advance.

# data[].attributes.attachment_link.readable_text
Five years ago, I was a successful schoolteacher and had been head of department for many years. I wanted to move into a senior leadership role but there was no support for me to do so. Before I had become head of department, I was tapped on the shoulder, told I was ready and given advice and training about how to move forward. None of that happened this time.
Secret Teacher: I'm tired of my colleagues' ignorance about race
So I started a future leaders programme to try to fill the gap and was eventually allowed into the senior leadership team on the proviso that I retained my middle management responsibilities. In the end I left, seeking a more supportive environment, and became a deputy headteacher in Tottenham, London.

In 2016 I was embroiled in a theoretical Top Trumps game with my friend and co-founder of the BAMEed network, Amjad Ali, about who had less chance of becoming a headteacher. Statistically speaking, he won. Out of 2,200 male secondary school headteachers, only four identify as Pakistani, while 16 out of 1,400 female headteachers identify as black Caribbean. This stark lack of opportunity is entrenched in the education sector. It's a profession where white British teachers (86.7% of the sector) become 92.6% of headteachers.

Despite evidence presented as early as 1985 by the Swann Report that ethnic minorities are disproportionately under-represented in the teaching profession, it's an institutional structure that refuses to change. Nonetheless, our steering group launched BAMEed in January 2017 with the aim to improve those statistics.

Some would rather believe they are 'colour blind' and the best person for the job is always appointed

The Swann Report was written after concerns were raised about the underachievement of West Indian schoolchildren and made a number of recommendations. Author and biologist Michael Swann recognised that if schools are to reflect a multi-ethnic society then the curricula and staff should be consciously multicultural too. He found teachers from ethnic minorities were subject to racism both in gaining employment and in advancing their careers - "stagnating" in posts far below their capabilities and experience. Students from ethnic minorities were less likely to aspire to a teaching career because their experience of education was based on racism and negative stereotyping.

Fast forward 30 years and there have been many more reports, much more research, and numerous recommendations. A lot has been discussed but there has been little progress.

Black, Asian and minority ethnic (BAME) educators still report racism and being passed over for promotion. Representation is still not in line with British society. Only 16% of new teachers are from a BAME background, and most are recruited by universities or schemes such as Teach First. BAME students still have education experiences based on negative stereotypes in school and higher education. There is a lack of promotion at entry and leadership level. And the Department for Education (DfE), Ofsted and other education bodies do not reflect the diversity in leadership they ask schools to have.

The first year of BAMEed's life has been spent trying to keep ethnic diversity in education topical. That work has been met with some criticism. Some educators would rather believe they are "colour blind" and that the best person for the job is always appointed through the current systems. Others accuse us of "playing the race card". In short, changing the status quo is not inherently important to everyone.

On the other hand, some organisations, including the Association for Science Education and National Governance Association, have approached us to work with them. Leeds Beckett University has used our engagement activities to seek ideas from BAME teachers. And more organisations are thinking about their conference roster and approaching us to help them improve the diversity of presenters.
Racism in schools isn't just part of the grim past - it's hiding in plain sight | Lola Okolosie
If we are to achieve our goal, we need to include more voices in the conversation about diversity. The white allies who endorse and broker the skills of BAME leaders are integral to any drive for change and we've been pleased to see their numbers increasing. We want more visible and non-visible BAME writers to share their stories, which are as diverse as their cultural origins. We also want to improve diversity at governor level. Governors oversee the strategic direction and accountability of schools, and examine hiring and management practices. It's the ideal place to begin challenging negative stereotypes and restrictive career paths for the BAME community.

When our students look back on their education, how wonderful it would be if they could say it was a true reflection of society; if regulators and governors of many backgrounds oversaw senior leaders whose understanding of cultural difference was reflected in the decisions made about school policy, staffing, curricula and provision. There is a lot of work to be done, but luckily the will to change is there.

Allana Gay is the co-founder of BAMEed and a deputy headteacher

Follow us on Twitter via @GuardianTeach, like us on Facebook, and join the Guardian Teacher Network the latest articles direct to your inbox TopicsLooking for a teaching job? Or perhaps you need to recruit school staff? Take a look at Guardian Jobs, the education specialist

# data[].attributes.attachment_link.title
BAME teachers are still marginalised in a system that refuses to change | Allana Gay

# data[].attributes.attachment_link.description
Five years ago, I was a successful schoolteacher and had been head of department for many years. I wanted to move into a senior leadership role but there was no support for me to do so. Before I had become head of department, I was tapped on the shoulder, told I was ready and given advice and training about how to move forward.

# data[].attributes.attachment_link.readable_text
After his murder, a public inquiry - the Stephen Lawrence Inquiry - was ordered by the government.

Led by retired judge Sir William Macpherson, the inquiry published its findings on 24 February 1999.

But out of the 350-page report, two words had the biggest impact.

Sir William labelled London's Metropolitan Police as "institutionally racist".

Twenty years on, what do people think of the police service he criticised with such force?

'Disheartened and appalled'

She is the founder of the Godwin Lawson foundation, set-up after her 17-year-old son, Godwin, was stabbed to death in 2011.

In January, her foundation - aimed as reducing gang and knife crime - published a report after speaking to young people in Haringey, north London.

"We interviewed over 70 young people who expressed the same concerns I had 20 years ago.

"Most of the young people we spoke to said they didn't trust the police and wouldn't even call them when they or their friends were in danger."

She says not enough is being done to bridge the gap between black and ethnic minority communities and the police.

"One young person was even convinced the force didn't hire black people," she says.

"This is why we need more diversity. More young people from these backgrounds need to feel like they can identify with the police.

"This issue of trust kept coming up and once you identify with someone, you immediately start trust them more."

Twenty years after Macpherson, he says the force remains institutionally racist.

Logan says improvements were made post-Macpherson, such as hate crimes now being identified, but adds: "We still don't have the promotion of equality and justice in the organisation.

"Black officers are disproportionately subjected to discipline compared to their white counterparts.

"You still see black staff hugging the lower ranks and they aren't breaking through to the upper levels of the organisation."

He adds: "We still have disproportionality in stop and search, where a black person is five times more likely to be stopped by police than their white counterparts.

"They are 20 times more likely to be stopped under section 60 roadblocks and you are more likely to be Tasered if you are black.

"So even if this is unconscious bias, the fact the police force know these figures but have not decided to question why this is happening and haven't addressed it - it is institutionally racist."

Logan runs a leadership programme called Voyage Youth and says the young people he works with have the same attitude towards the police as he did in his younger years.

"They say they are over-policed and under-protected. They don't feel safe."

He adds: "In London we have white British gangs, Bengali gangs, eastern European, you name it.

"So why is it that 80% of them on the [police] gangs matrix is black? What happened to the rest of them?"

'There's still more to do'

"I couldn't work miracles about making the police behave better or improving the relationships between black and white people.

"But I hoped that the inquiry might assist," he said.

At the time, the public inquiry heard from more than 80 witnesses and considered 100,000 pages of documents.

Sir William said the police needed to re-establish trust with minority ethnic communities.

He says he recognised there was a problem within the force, which was "worse than individual acts of racism".

Sir William says that he has been through his initial report "over and over again" since 1999 and stands by the recommendations he made.

He says the report allowed police to take a step in the right direction, but adds: "There's obviously a great deal more to be done."

Macpherson: What Happened Next presented airs on BBC Radio 4 at 11:00 GMT on Monday 11 March.

Or catch up later online.

'More accountability'

He has helped set up witness protection programmes, trained Met police officers, and had national contracts to work with young people.

But he too says the police are still institutionally racist.

Mr Sloley says the 1999 report gave minorities "a voice at a time when a lot of people were suffering in silence".

But he says there still needs to be "more accountability".

'Not about racist slurs'

"The impact of the report is felt in many ways and still talked about a lot, I think in terms of the rhetoric it's had a huge impact.

"In terms of actual changes on the ground, it's difficult to measure."

Despite the Met's claim that today's force is "utterly different" to 20 years ago, he says "a lot of the issues raised by Macpherson are still present".

"This isn't about officers using racist slurs, its about something much wider, much more structural. It's about the way demographics are policed.

"You can have very well meaning officers, who still support racist structures, even if their own personal beliefs aren't racist."

The Metropolitan Police Commissioner says Macpherson "defined my generation of policing", adding: "We're not at all complacent."

Currently 14% of Met officers are from BAME (black, Asian and minority ethnic) backgrounds.

However, 40% of London's population comes from BAME backgrounds.

This means, if the Met continues to recruit at this rate, it will take 100 years to build a workforce that truly reflects the community it serves.

Despite this, Ms Dick says she does not believe the force is still institutionally racist.

"I simply don't see it as a helpful or accurate description. This is an utterly different Metropolitan Police", she claimed.

# data[].attributes.attachment_link.title
What has really happened since Macpherson's report

# data[].attributes.attachment_link.description
After his murder, a public inquiry - the Stephen Lawrence Inquiry - was ordered by the government. Led by retired judge Sir William Macpherson, the inquiry published its findings on 24 February 1999. But out of the 350-page report, two words had the biggest impact. Sir William labelled London's Metropolitan Police as "institutionally racist".

# data[].attributes.attachment_link.readable_text
Further Education News

The FE News Channel gives you the latest education news and updates on emerging education strategies and the #FutureofEducation and the #FutureofWork.

Providing trustworthy and positive Further Education news and views since 2003, we are a digital news channel with a mixture of written word articles, podcasts and videos. Our specialisation is providing you with a mixture of the latest education news, our stance is always positive, sector building and sharing different perspectives and views from thought leaders, to provide you with a think tank of new ideas and solutions to bring the education sector together and come up with new innovative solutions and ideas.

FE News publish exclusive peer to peer thought leadership articles from our feature writers, as well as user generated content across our network of over 3000 Newsrooms, offering multiple sources of the latest education news across the Education and Employability sectors.

FE News also broadcast live events, podcasts with leading experts and thought leaders, webinars, video interviews and Further Education news bulletins so you receive the latest developments in Skills News and across the Apprenticeship, Further Education and Employability sectors.

Every week FE News has over 200 articles and new pieces of content per week. We are a news channel providing the latest Further Education News, giving insight from multiple sources on the latest education policy developments, latest strategies, through to our thought leaders who provide blue sky thinking strategy, best practice and innovation to help look into the future developments for education and the future of work.

In May 2020, FE News had over 120,000 unique visitors according to Google Analytics and over 200 new pieces of news content every week, from thought leadership articles, to the latest education news via written word, podcasts, video to press releases from across the sector.

We thought it would be helpful to explain how we tier our latest education news content and how you can get involved and understand how you can read the latest daily Further Education news and how we structure our FE Week of content:

Main Features

Our main features are exclusive and are thought leadership articles and blue sky thinking with experts writing peer to peer news articles about the future of education and the future of work. The focus is solution led thought leadership, sharing best practice, innovation and emerging strategy. These are often articles about the future of education and the future of work, they often then create future education news articles. We limit our main features to a maximum of 20 per week, as they are often about new concepts and new thought processes. Our main features are also exclusive articles responding to the latest education news, maybe an insight from an expert into a policy announcement or response to an education think tank report or a white paper.

FE Voices

FE Voices was originally set up as a section on FE News to give a voice back to the sector. As we now have over 3,000 newsrooms and contributors, FE Voices are usually thought leadership articles, they don't necessarily have to be exclusive, but usually are, they are slightly shorter than Main Features. FE Voices can include more mixed media with the Further Education News articles, such as embedded podcasts and videos. Our sector response articles asking for different comments and opinions to education policy announcements or responding to a report of white paper are usually held in the FE Voices section. If we have a live podcast in an evening or a radio show such as SkillsWorldLive radio show, the next morning we place the FE podcast recording in the FE Voices section.

Sector News

In sector news we have a blend of content from Press Releases, education resources, reports, education research, white papers from a range of contributors. We have a lot of positive education news articles from colleges, awarding organisations and Apprenticeship Training Providers, press releases from DfE to Think Tanks giving the overview of a report, through to helpful resources to help you with delivering education strategies to your learners and students.

Podcasts

We have a range of education podcasts on FE News, from hour long full production FE podcasts such as SkillsWorldLive in conjunction with the Federation of Awarding Bodies, to weekly podcasts from experts and thought leaders, providing advice and guidance to leaders. FE News also record podcasts at conferences and events, giving you one on one podcasts with education and skills experts on the latest strategies and developments.

We have over 150 education podcasts on FE News, ranging from EdTech podcasts with experts discussing Education 4.0 and how technology is complimenting and transforming education, to podcasts with experts discussing education research, the future of work, how to develop skills systems for jobs of the future to interviews with the Apprenticeship and Skills Minister.

We record our own exclusive FE News podcasts, work in conjunction with sector partners such as FAB to create weekly podcasts and daily education podcasts, through to working with sector leaders creating exclusive education news podcasts.

Education Video Interviews

FE News have over 700 FE Video interviews and have been recording education video interviews with experts for over 12 years. These are usually vox pop video interviews with experts across education and work, discussing blue sky thinking ideas and views about the future of education and work.

Events

FE News has a free events calendar to check out the latest conferences, webinars and events to keep up to date with the latest education news and strategies.

FE Newsrooms

The FE Newsroom is home to your content if you are a FE News contributor. It also help the audience develop relationship with either you as an individual or your organisation as they can click through and 'box set' consume all of your previous thought leadership articles, latest education news press releases, videos and education podcasts.

Do you want to contribute, share your ideas or vision or share a press release?

If you want to write a thought leadership article, share your ideas and vision for the future of education or the future of work, write a press release sharing the latest education news or contribute to a podcast, first of all you need to set up a FE Newsroom login (which is free): once the team have approved your newsroom (all content, newsrooms are all approved by a member of the FE News team- no robots are used in this process!), you can then start adding content (again all articles, videos and podcasts are all approved by the FE News editorial team before they go live on FE News). As all newsrooms and content are approved by the FE News team, there will be a slight delay on the team being able to review and approve content.

RSS Feed Selection Page

# data[].attributes.attachment_link.keywords[]
governance and management is at a crossroads

# data[].attributes.attachment_link.title
Further Education leadership, governance and management is at a crossroads

# data[].attributes.attachment_link.description
A call to action to all FE Chairs.... Further Education leadership, governance and management does not adequately represent the make-up of some of the communities it serves. How did that happen? 18 years ago we were making real progress. Since then, whether it's in the field of equality, cohesion, integration...

# data[].attributes.headline
Inclusive leadership in colleges post George Floyd

# data[].attributes.subject
Inclusive leadership in colleges post George Floyd

# data[].attributes.body
Log in AC2021

# data[].attributes.attachment_link.title
2_14 Inclusive leadership in colleges post George Floyd

# data[].attributes.attachment_link.description
Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD and 4K with no ads.

# data[].attributes.body
AC2021