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NICIE Teachers' Committee: Ciara Hunter session on Embracing Muslim Learners

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NICIE Teachers' Committee: Ciara Hunter session on Embracing Muslim Learners

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NICIE Teachers' Committee: Ciara Hunter - Fort Hill Integrated College - Embracing Muslim Learners

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"Still I Rise offers story sessions, workshops, and training that address critical issues often overlooked in traditional literature, such as race, neurodiversity, mental health, LGBTQ+ topics, diverse family structures, immmigration and more. Through these initiatives, Still I Rise fosters empathy and understanding among children and young people, ensuring they feel seen, heard, valued, and celebrated."

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"Our mission is to amplify voices, bridge gaps, and cultivate empathy through the art of storytelling. And we do this through creating trusted spaces to encourage understanding, acceptance and embracing differences where all children and young people feel seen, heard, valued and celebrated.

We offer virtual or in real life story sessions, workshops and training around issues typically not addressed in story books and resources including Race issues, neuro diversity, male mental health, LGBTQ+ issues , disabilities, diverse families, empathy & moving country, kind & inclusive language and more. "

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Join our Free Diversity Storytelling Community Sessions. We meet online After School and focus on Equality and Inclusive Representation. Sign up to find out more about our After School Club.

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Bias Busting for Beginners: An Introduction to Anti-Bias in Education

This publication, published by NICIE in 2021, is designed to introduce educators to the concept of Anti-Bias in Education.

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No More Boys and Girls: Can Our Kids Go Gender Free? (BBC Documentary)

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No More Boys and Girls: Can Our Kids Go Gender Free? (BBC Documentary)

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No More Boys and Girls  Can Our Kids Go Gender Free? 1 Episode 2017

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John Amaechi is a psychologist, a New York Times best-selling author and a former NBA basketball player. In the wake of the George Floyd killing and the Black Lives Matter protests, and at a time when many people want to learn how they can be better allies for black people, we asked John what it means to be anti-racist.

There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not.

Video Transcript Video Transcript

John: There's a big difference between being not-racist and being anti-racist. I know it doesn't seem like it. I know that both of these things seem equally good, but they're not. Think of an interaction. I'm afraid you've probably had one right? With somebody, maybe even somebody you respect, maybe even someone you love, who says something that's racist, does something that's racist, behaves in a way that's racist. Someone who's not-racist: they won't say or do anything in that moment. They want to not rock the boat. They don't want to be upstanding. Instead, not-racists: they tend to be bystanders. But afterwards, after the event, they'll find other people who are also not-racist and they'll talk to each other about, well, that was terrible, that thing that happened the other day. I would never say anything like that. Anti-racists are different and they come in all shapes and sizes. They come in all ages. Anti-racists are constantly looking around to say, what tools do I have available to make it clear that this is not acceptable? And this, this is what anti-racists do. It's not that they stand up at the dinner table when their uncle's a little bit racist and kick the turkey off. That's not it. But what they do is they say, I'm sorry uncle John. That's not acceptable. That's racist. Quietly and respectfully. What they do is they make sure that they never miss an opportunity to let the world know where they stand, even if they can t change everything. You're probably in a position where other people have a lot more power around you. I know how that feels. Sometimes, we sit and we look around us and we think, how can I possibly change all this? And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

Sometimes, we sit and we look around us and we think, 'how can I possibly change all this?' And sometimes you can't. But what you can do is make sure wherever you go, people know where you stand. They know that you're an anti-racist. You become a beacon of light that way. You become someone who makes other people want to be anti-racist too. You've got tools at your disposal. Learn. Read. And make everybody clear where you stand.

If you need support

You should always tell someone about the things you're worried about. You can tell a friend, parent, guardian, teacher, or another trusted adult. If you're struggling with your mental health, going to your GP can be a good place to start to find help. Your GP can let you know what support is available to you, suggest different types of treatment and offer regular check-ups to see how you're doing.

If you're in need of in-the-moment support you can contact Childline, where you can speak to a counsellor. Their lines are open 24 hours a day, 7 days a week.

There are more links to helpful organisations on BBC Action Line.

It's important that you keep yourself safe when confronting racism. For support and advice, see the articles below.

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Not-racist v anti-racist: what's the difference?

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John Amaechi describes the difference between being not-racist and anti-racist.

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It's Not OK helps children and young people recognise concerning behaviour and identify characteristics of abusive and exploitative relationships. The lesson plans, films and accompanying activities cover what behaviour to look out for and how to respond to it.

These resources were developed in partnership with the school of performance and media production at York St John University and are designed to be used with children and young people aged 11+.

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It's Not OK: online teaching resources | NSPCC Learning

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Videos and lesson plans for children and young people aged 11+ covering positive relationships, how to recognise concerning or abusive behaviour and what to do.

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Dr. Naomi Green presents on Hidden Histories in NI, and Anti-Racism.

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Dr. Naomi Green presents on Hidden Histories in NI, and Anti-Racism.

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NICIE Teachers' Committee: Online Session with Dr Naomi Green - Anti-Racism, Hidden Histories in NI

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Combatting Islamophobia - Young people combatting Islamophobia - A Guide for Educators

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NICIE   Bias Busting Animation For Teachers

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Northern Ireland Humanists is the section of Humanists UK, working with the Humanist Association of Ireland, which furthers the humanist cause in Northern Ireland through a wide range of campaigning and community services activities.

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We have several dozen celebrants, working throughout Northern Ireland, who carry out non-religious wedding, funeral, and baby-naming ceremonies. Humanist ceremonies are personal to those involved, and our celebrants work closely with families to ensure the ceremony happens where, when and how it suits those involved.

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Decolonising the Curriculum - Online webinar delivered by Rachael Agnew and Sandra Patterson

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Decolonising the Curriculum - Online webinar delivered by Rachael Agnew and Sandra Patterson

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NI Council for Integrated Education - Teachers' Committee - 'Decolonising the Curriculum' webinar

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Online Session with Linking Generations NI

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Online Session with Linking Generations NI

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NI Council for Integrated Education - Teachers' Committee - Linking Generations NI Online Session

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Derry Girls: The Difference Between Catholics and Protestants

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Derry Girls: The Difference Between Catholics and Protestants

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The Difference Between Catholics and Protestants | Derry Girls | Channel 4

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Khaled Hosseini, author of The Kite Runner and other novels, was inspired by the story of Alan Kurdi, the three-year-old Syrian refugee who drowned in the Mediterranean Sea, and wrote an illustrated story

Sea Prayer is an illustrated novel by Afghan-American author Khaled Hosseini inspired by the Syrian refugee crisis and the death of Alan Kurdi. It was first created as a virtual reality experience in 2017, and is viewable here.

The night before a potentially fatal journey, a father reflects with his son on their life in Syria before the war, and on their unknown future.

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Clip from BBC documentary

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Freddie Flintoff reveals the eating disorder he has kept secret for over 20 years - BBC

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Day of Learning 2013 - Binna Kandola: Diffusing Bias

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Binna Kandola delivers a talk as part of the Day of Learning “Reimagining Self and Other.”

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Gypsy, Roma and Traveller Month 2025 resources

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Gypsy, Roma and Traveller Month 2025 resources

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Old School With The Hairy Bikers - Episode 1 (BBC Documentary)

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First in the award-winning documentary project from director Michael Apted, which takes a group of seven-year-old children, and talks to them about their attitudes to life, with a plan to re-interview them at seven year intervals.

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How The Award-Winning 7 Up Documentary Began! | 7 Up | Full Episode

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Early Years and Primary Resources: Breaking the Mould 

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Early Years and Primary Resources: Breaking the Mould 

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The NEU worked with five primary schools over two years to consider how ‘traditional’ gender stereotypes could be challenged in nursery and primary classrooms.

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Breaking the Mould | National Education Union

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The NEU worked with five primary schools over two years to consider how ‘traditional’ gender stereotypes could be challenged in nursery and primary classrooms.

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The world's largest collection of books, toys and movies for smart, confident, and courageous girls.

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Sorry about the interruption, but we just need to do a quick check to make sure that you’re a human being. To do so, simply fill out the CAPTCHA below and you’ll be on our website in no time!

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Equally Safe: A Whole School Approach to Anti-Bullying

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Equally Safe: A Whole School Approach to Anti-Bullying

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Equally Safe: A Whole School Approach to Anti-Bullying - EqualiTeach

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EqualiTeach has been awarded funding from the Department for Education to develop and deliver a comprehensive programme of support for schools to fully embed a whole school approach to anti-bullying. [...]

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A whole-school approach to promoting gender equality and tackling sexism and sexual harrassment.

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Embedding LGBT+ Equality and Tackling Homophonic and Transphobic Bullying in Primary Schools

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Tackling disability-related bullying in primary schools.

This guidance provides information to help primary schools tackle disability-related bullying and includes classroom activities for teaching pupils in Early Years to KS2 about disability.

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A catalogue of 90+ recommended books for teaching about issues of equality and diversity.

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'Creative Innovators in Peacebuilding: “Enabling the Arts as the dialogue to assist the development of a more peaceful, equal and intercultural society free from racism & sectarianism”.'

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Security in Diversity

Creative Innovators in Peacebuilding: "Enabling the Arts as the dialogue to assist the development of a more peaceful, equal and intercultural society free from racism & sectarianism"

Donate via Local Giving Bank Transfer Charities Aid Foundation Paypal info.beyondskin@gmail.com Or buy a painting by an Afghan woman under oppression in Afghanistan

Charity Registration Number NIC101795

Established in 2004, Beyond Skin is an intercultural arts collective building peace & social cohesion in Northern Ireland and beyond.

With a team and network representing a kaleidoscope of cultures across all artforms, whatever you are seeking, for sure we have representation with the skills who can do it.

We have always maintained that arts and music are an exceptional tool for overcoming barriers in our society and fostering connection, understanding and community. We are a dynamic team of individuals passionate about encouraging positive social change. We help people empower themselves whilst celebrating diversity through creativity

We design and facilitate innovative music, arts & media projects and events that strengthen community relations, nurture peace processes, cultivate security, empower youth and promote interaction between different cultures.

Beyond Skin is an active member of Freemuse (Defending Artistic Freedom)

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Beyond Skin - Innovations in Peacebuilding through Intercultural Arts

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Beyond Skin is a leading organisation in Northern Ireland delivering bespoke good relations Global & Diversity education activities through music, arts, dance & new media.

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"Our vision is to change lives and transform the narratives around black and minoritised communities through tackling prejudice and stereotypes, normalising access to services and promoting respect, fairness, equality and success."

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The North West Migrants Forum (NWMF) is a network of individuals working together to tackle racial inequality and prejudice.W

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Olly Alexander - Growing Up Bullied for Their Sexuality

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Olly Alexander - Growing Up Bullied for Their Sexuality

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Growing Up Bullied For Their Sexuality (Olly Alexander Documentary) | Real Stories

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Corrymeela: What he was saying when he didn't say anything

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Corrymeela: What he was saying when he didn't say anything

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#staff #postprimary

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the choices we made (Bystanding and Conflict in Northern Ireland) Story 005 - What he was saying...

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End Violence Against Women - "Listen to us"

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End Violence Against Women - "Listen to us"

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This short-movie is aiming at drawing the attention on the victim-blaming attitudes that marginalise and stigmatise the survivor and make it harder to come forward and report the abuse. The fear of being stigmatised by family and the community plays a considerable part in preventing women from reporting violence. Through this stroytelling inspired by real survivors' testimonies, the North-South Centre is adressing the obstacles and barriers that stand against women survivors of sexual violence and call to support them. To know more about women organisations in European and Southern Mediterranean countries that listen, advise, support and protect survivors of violence, visit our website: https://nscentre.org

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North-South Centre of the Council of Europe

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End Violence Against Women - "Listen to us"

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A study on sexism in schools – and how we tackle it. - National Education Union

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LGBTQ+ Stereotypes ft. Calum McSwiggan | Voice Box | Childline

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LGBTQ+ Stereotypes ft. Calum McSwiggan | Voice Box | Childline

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It can be frustrating when people make assumptions about you based on things like sexuality or gender. Calum joins us to chat about LGBTQ+ stereotypes.

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LGBTQ+ Stereotypes ft. Calum McSwiggan | Voice Box | Childline

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TOWIE's Demi Sims talks her experiences of having a secret LGBT+ relationship, what signs to look out for and what she'd tell her younger self. For more information: https://www.childline.org.uk/info-adv... Talk to us: https://www.childline.org.uk/get-supp...

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Secret LGBT+ Relationships ft. Demi Sims | Childline | Voicebox

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It’s never okay for someone to treat you badly because of your sexuality or gender identity. If this happens to you, remember that you’re not alone and we can support you.

On this Page

What is homophobia and transphobia?

Getting help and staying safe

Building confidence after bullying

Other types of prejudice

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Homophobic and transphobic bullying can include:

making comments about your gender or sexuality that deliberately make you uncomfortable

calling you names or teasing you

hitting, punching or hurting you

making sexual comments or asking you sexual questions

ignoring you or excluding you

making comments about you online.

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Homophobic and transphobic bullying can include: making comments about your gender or sexuality that deliberately make you uncomfortable calling you names or teasing you hitting, punching or hurting you making sexual comments or asking you sexual questions ignoring you or excluding you making comments about you online.

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Includes Primary and Post-Primary links

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Cara-Friend LGBTQI+ Inclusive Schools Charter

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Cara-Friend LGBTQI+ Inclusive Schools Charter

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Cara-Friend Gay Straight Alliance Resource

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Cara-Friend Gay Straight Alliance Resource

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Cara-Friend Teacher's Resource for LGBTQI+

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Cara-Friend Teacher's Resource for LGBTQI+

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Current Events in the Classroom - Facing History and Ourselves

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Current Events in the Classroom - Facing History and Ourselves

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Engaging with current events is an essential part of educating young people to be informed and humane participants in society, helping them develop the capacity to examine issues from multiple perspectives and think critically about the world around them.

Our current events collection includes strategies for addressing current events with your students and mini-lessons on topics in the news, which can be adapted to teach in one class period or less.

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Explore classroom resources for making connections between current events and your curriculum, including activities and discussion strategies for high school and middle school students.

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Lead your students through a detailed and challenging study of the Holocaust that asks what this history can teach us about the power and impact of choices.

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Teaching Holocaust and Human Behaviour (UK)

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Lead your students through a detailed and challenging study of the Holocaust that asks what this history can teach us about the power and impact of choices.

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Discussing Race and Racism in the Classroom

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Discussing Race and Racism in the Classroom

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Facing History and Ourselves

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This unit is designed to help teachers in the UK have conversations about race with their students in a safe, sensitive, and constructive way.

This resource is intended for educators in the United Kingdom.

Three or more 50-min class periods

Democracy & Civic Engagement

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Discussing Race and Racism in the Classroom

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This unit is designed to help teachers in the UK have conversations about race with their students in a safe, sensitive, and constructive way.

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Discussing Contemporary Antisemitism in the Classroom

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Discussing Contemporary Antisemitism in the Classroom

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This unit is designed to help students in the UK reflect on how antisemitism manifests in contemporary society and what needs to be done to challenge it.

This resource is intended for educators in the United Kingdom.

Three or more 50-min class periods

Special Thanks

Facing History has thousands of research-based resources and professional learning events to support Social Studies and English Language Arts education.

Not in the United States?

The resources I'm getting from my colleagues through Facing History have been just invaluable.

- Claudia Bautista, Santa Monica, Calif

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Discussing Contemporary Antisemitism in the Classroom

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This unit is designed to help students in the UK reflect on how antisemitism manifests in contemporary society and what needs to be done to challenge it.

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Black Boys Can Cry with Alex Beresford - Alex Beresford explores a mental health crisis among Black British men, why being Black, male and British is so damaging, and how to help them.

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Fresh Cuts - Series 2 - Episode 2 - ITVX

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Alex investigates why the suicide of his best friend, Martin, is part of a shocking statistic - Black men are more likely to suffer from a severe mental health issue than others.

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Discussing Contemporary Islamophobia in the Classroom

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Discussing Contemporary Islamophobia in the Classroom

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This unit is designed to help students in the UK reflect on how Islamophobia manifests in contemporary society and what needs to be done to challenge it.

This resource is intended for educators in the United Kingdom.

Three or more 50-min class periods

Culture & Identity

Democracy & Civic Engagement

Equity & Inclusion

Human & Civil Rights

Global Migration & Immigration

Racism

Propaganda

Resistance

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Discussing Contemporary Islamophobia in the Classroom

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This unit is designed to help students in the UK reflect on how Islamophobia manifests in contemporary society and what needs to be done to challenge it.

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Reflecting on Statues and the UK's colonial past

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Reflecting on Statues and the UK's colonial past

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Reflecting on Statues and the UK’s Colonial Past

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This lesson provides students with an opportunity to reflect on the relationship between statues and the UK’s colonial past.

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Students define confirmation bias and examine why people sometimes maintain their beliefs in the face of information that contradicts their understanding.

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Students explore social inequality in the UK, discussing how an individual's background can impact their opportunities before examining graphs that display social inequality and employment trends.

This resource is intended for educators in the United Kingdom.

Democracy & Civic Engagement

Human & Civil Rights

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Students explore social inequality in the UK, discussing how an individual's background can impact their opportunities before examining graphs that display social inequality and employment trends.

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Persuasive Writing: A Speech About Consent

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Persuasive Writing: A Speech About Consent

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Persuasive Writing: A Speech about Consent

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Students write a persuasive speech for sixth-form students on the importance of consent, having reviewed persuasive devices, generated claims and content, and read a model paragraph.

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NCCJ - The National Conference for Community and Justice

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Dot Exercise - Unlearning: Breaking Bias. Building Community.

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Students learn about the experiences of young people in Nazi Germany through a variety of firsthand accounts and identify the range of choices that they faced.

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This lesson contains strategies and activities for supporting your students in the aftermath of violent events in which people are targeted because of aspects of their identity.

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Ukraine: Discussing the War and Refugee Crisis with Students

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Ukraine: Discussing the War and Refugee Crisis with Students

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Ukraine: Discussing the War and Refugee Crisis with Students

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Use this lesson to help students process how they are feeling about the devastating war in Ukraine, develop media literacy in what news they consume and how, and explore the mounting refugee crisis.

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LGBTQIA+ History and Why It Matters (UK)

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Students learn about two millennia of LGBTQIA+ history and reflect on how that history is represented in their textbooks and curricula.

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Students consider the benefits and risks of the Internet, and reflect on what they can do to stay safe online.

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Character Maps - Help students engage with a fictional or historical figure by creating an annotated illustration.

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Character Maps - Help students engage with a fictional or historical figure by creating an annotated illustration.

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Help students engage with a fictional or historical character by creating an annotated illustration.

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We are excited to share the full version of our film #AnneFrankOneDay. This is a creative project made with young people from schools across the country, sharing their experiences of prejudice and their hopes for One Day. We are launching this film as part of Holocaust Memorial Day 2022 as a way to highlight the impact of prejudice, and what we can do in order to build a world without hate or genocide.

Made in collaboration with Blind Summit Theatre, Phil Okwedy and TMAX films. With music composed by Holly Khan.

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#AnneFrankOneDay - Full Length - with subtitle

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100 years on: where do the allegiances of Northern Ireland’s young Catholics lie?

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100 years on: where do the allegiances of Northern Ireland’s young Catholics lie?

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If you live in Belfast, do you look to London, or do you look to Dublin? Or maybe you look to both, or neither.

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Channel 4: How do today's Loyalist teenagers see their Northern Irish identity?

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Channel 4: How do today's Loyalist teenagers see their Northern Irish identity?

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100 years on: How do today’s Loyalist teenagers see their Northern Irish identity?

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Patrick Kielty - My Dad, The Peace Deal and Me

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Patrick Kielty - My Dad, The Peace Deal and Me

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53 mins - talking to Shimna students

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My Dad, The Peace Deal And Me - Patrick Kielty - Northern Ireland Troubles Full Documentary

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Azeem Rafiq: What England's cricket racism scandal is all about

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Azeem Rafiq: What England's cricket racism scandal is all about

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Azeem Rafiq: What England’s cricket racism scandal is all about

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Azeem Rafiq says he faced years of racist abuse while playing for Yorkshire Cricket Club.

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Vox series exploring wide range of topics

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Vox series exploring wide range of topics

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This enlightening series from Vox digs into a wide range of topics such as the rise of cryptocurrency, why diets fail, and the wild world of K-pop.

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Challenging Ableist bullying in schools - ABA

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Challenging Ableist bullying in schools - ABA

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Challenging disablist bullying in schools - Wroxham Primary School, Potters Bar

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Challenging Disablist bullying in schools - ABA 

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Challenging Disablist bullying in schools - ABA 

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Challenging disablist bullying in schools - Fulford Secondary School, York

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ABA: 10 tips to tackle disablist language based bullying in school

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ABA: 10 tips to tackle disablist language based bullying in school

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No Longer Shut Up: Finding Mabel Cooper's Voice

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No Longer Shut Up: Finding Mabel Cooper's Voice

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No longer shut up: finding Mabel Cooper’s voice The film documents the extraordinary life of Mabel Cooper, a one time patient of long stay hospital, St Lawrence’s, Kent for 20 years. Upon her release Mabel became the chair of People First and an ardent campaigner for the closure of long-stay hospitals for the rest of her life.

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No Longer Shut Up: Finding Mabel Cooper's Voice

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Open University - Education resources for schools and colleges on the history of learning disability, 1900 to the present day

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Open University - Education resources for schools and colleges on the history of learning disability, 1900 to the present day

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Online resources for schools and colleges on the history of learning disability

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LGBT+ inclusive stories and explainer videos for terminology

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lgbt videos for kids popnolly children gay education pop'n'olly make school equality diversity lgbtqia schools uk british "olly pike" relationship rse "what ...

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Welcome to Pop'n'Olly. A free resource for children, parents and teachers, providing LGBT+ educational videos, which teach about equality and diversity. We aim to combat discrimination as well as encourage acceptance in regards to love, kindness and respect. www.popnolly.com

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Neurodiversity Programme for schools and clubs

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Neurodiversity Programme for schools and clubs

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Neurodiversity and Inclusion in Schools and Clubs

Include is a wonderful program for Inclusion and acceptance in Schools. It is written by Neurodivergent educators to support schools to promote and nurture Neurodiversity and Inclusion.

Include is a program designed for schools and clubs to explain, explore and nurture Acceptance of Neurodiversity. Neurodiversity exists in every school and club in every country in the world. And yet it is something seldom mentioned. It is largely still considered a taboo subject. When we make something taboo then those who experience it often suffer. They suffer from exclusion and oppression. As a result of this exclusion and oppression Neurodivergent kids often develop low self esteem and a fragmented sense of sel. They can often feel worthless and unwanted at worst and misunderstood at best. We wrote this program to bring the concept out of the shadows and to be celebrated in schools and clubs across the world.

As educators who are ourselves Neurodivergent we are only too familiar with the pain experienced by Neurodivergent kids. This pain is unnecessary and the Include program will support you to become a more inclusive school or club.

Include is a ten week program consisting of ten easy to follow lesson plans for schools and clubs with children aged 5 to 12 years.

Benefits of Include Program

Easy to follow lesson plans

Provides opportunities for inclusion

Develops empathy amongst peers

Develops understanding for facilitators

Provides opportunities for facilitators to learn more about the children in their care

Opportunities for continual learning

Designed by Neurodivergent educators

We identified five main objectives which will be achieved with completion of this program.

Reframe the narrative of what Neurodiversity means.

There are many assumptions made about neurodivergent people, many of which are negative, inaccurate or both. In this program we want both facilitators and children to gain a comprehensive, pro-neurodivergent understanding of Neurodivergent communication and sensitivity.
2. Emphasise the importance of inclusion.
Explaining how often Neurodviergent kids are left feeling outside of the group. The Include Program highlights how everyone can make an active effort to make others feel involved.

3. Facilitate creative thinking.

The activities in this program encourage children to take an active role in educating the wider school or club. Utilising their fantastic imaginations to spread the messages of this program. Using the words and ideas of the students themselves will not only be a more relatable campaign for inclusion, it will further empower the students to advocate for inclusion.

4. Allow all students an opportunity for self reflection.

Whether a student is neurodivergent or neurotypical, this program gives young people an opportunity to analyse their own way of thinking, expressing and sensing the world around us. The activities in this program support children to assess their perspective on the world.

5. Make learning an enjoyable process.

In general we believe that education should be an enjoyable process. The games and activities in this program are creative arts based and accessible to all. Furthermore because this will be an initial exposure to Neurodiversity for many of the schools and clubs we want it to be a positive one.

We have designed two different programs of 10 lessons for two different age groups. The activities are divided by age groups for five to seven years and eight to twelve years. Each program contains different activities for each age group. We use discussion along with creative arts based activities such as acting, movement, singing, drawing, collaging and more to facilitate the understanding of Neurodiversity. We are proud promoters of learning through the arts.

Each lesson covers a different topic relating to neurodiversity. We recommend that you do one lesson a week for a period of ten weeks. This timeline allows for reflection for both students and educators each week and also keeps the concepts fresh in everyone's mind.

What are schools saying about Include Program?
Don't just take our word for it, folx!
We sent our program to Trina Golden, Principal Owenabue ETNS

And here is what she had to say about it:

"Buy this programme, buy it now.

I got a preview of this programme and I can't adequately describe how much I adore it, and it existing.

This is something that has been missing in schools, a programme based on developing shared understanding

A few thoughts:

The programme describes one of its objectives as reframing the narrative around neurodiversity. It aims to not only educate all kids about neurodiversity but to empower them to advocate for inclusion for themselves and their ND friends.

While aims are well & good, the reality in a busy classroom with a packed curriculum is simplicity matters. Here is where it shines. It has short simple background info for staff (this programme is imo as important for staff as kids).

It then has two sections of lesson plans

For younger and older kids there are 10 lessons each, the idea being once a week for 10 weeks. Simple lessons, clearly laid out. Very easy to pick up and follow.

They seem like they'd be usable as whole class or small group.

I love that it head on calls out some of the myths about ND children. This is vital in Education I think as so many are still prevalent, even in staff. That background knowledge for staff, which they can then go away and learn more about if they'd like, could be a gamechanger

They also include inclusion tips with each lesson, to help adapt the lesson to meet the needs of your pupils as needed.

Probably most importantly, it's written by ND teachers. Their knowledge and lived experience is something that can't be read or learned. That feeds into every part of the programme and you can nearly feel it.

Despite the gushing, this is not an ad. I'll be buying the programme for school here.

As a parent to an ND child it makes me genuinely emotional to see the work Evaleen and Orla have put into this to really work to improve inclusion. Not the buzzword, real inclusion.

Every school needs a copy of this.

Well done AUsome Training . Thank you Evaleen and Orla."

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Include- the Neurodiversity Program for schools and clubs | Inclusion

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A wonderful program for schools and clubs who are committed to promoting Neurodiversity and Inclusion with children aged 5 to 12 yrs **Orders may take up to 2 weeks to arrive from the day of order presently

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Odd Socks: Story About Difference and Diversity

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Odd Socks: Story About Difference and Diversity

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Poem

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Beady Pockets: Membership of the Traveller Community

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Beady Pockets: Membership of the Traveller Community

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Beady pockets are culturally important traditional items of clothing for the Traveller Community. They were part of traditional dress and a woman wouldn't be properly dressed without one.

The wearing of pockets, even among the older generations, seems to have generally stopped about 30 years ago.

Members of the Traveller Community describe traditional beady pockets as being like a flat handbag, a place to hold and carry small things of value and to keep safe special items. These might include money, children's birth certificates, holy medals, sewing items such as thread, small scissors and thimbles, or jewellery.

The two beady pocket examples in the National Museum of Ireland collection share many similarities. They are made by Mary McDonagh, Co Mayo (image below) and by Bridget Mongan, Co Roscommon (image above).

They described the pockets being worn outside and to the side of their skirt and tied at the back.

Mary McDonagh's pocket is square shaped and Bridie Mongan's is more horse-shoe shaped. Both have used a single coloured material for the main bag, and different coloured material for the borders and for the ties. A simple horizontal opening is found on both pockets. Brigid Mongan's example has an outline V around the opening.

Beady pockets were traditionally decorated with stitching, such as chain stitch embroidery, and by adding buttons and other items such as brooches and medals.

Each pocket was unique and designed according to the person's own individual taste and sewing skills.

Red, yellow and blue thread was often favoured.

Bridie Mongan tells us that buttons made of brass were particularly liked. On the pocket made by Mary McDonagh, we find the zig-zag shaped trim or rick rick at the bottom. Mary told us she followed this pattern as it was how her mother, like many others, liked this pattern on pockets.

If they had the skills, women made their own pockets. If not, they might ask a friend to make one for them.

Over time, buttons and other items might be added. These often had very personal meaning as they may have been given by a friend or hold special memories.

Sometimes, friends that may only see each other once a year exchanged buttons as memories of each other.

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Beady pockets | National Museum of Ireland

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Welcome to the National Museum of Ireland in Dublin & Castlebar covering Archaeology, Decorative Arts, Folk & Country Life, & Natural History.FREE Exhibitions

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Black & Irish: Non-fictional biographies of black Irish people.

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Black & Irish: Non-fictional biographies of black Irish people.

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Published in collaboration with Black & Irish

Black Irish people are blazing trails in every sphere of modern life.

In the first ever book about Black Irish identity, we take a look at the inspirational careers, dreams and achievements of legends, trailblazers and everyday heroes, including Ruth Negga, Gavin Bazunu, Dami Hope, Emma Dabiri, Rhasidat Adeleke and Phil Lynott.

Written by Leon Diop and Briana Fitzsimons of Black & Irish.

"... perfect for someone who's enjoyed the Rebel Girls but has grown out of them ...The art is a huge part of how effective the book is ... It's a great read and it will certainly be high on my list of recommendations this Christmas." - Read and Reviewed

Leon Diop is a 28-year-old mixed-race man from Tallaght, Dublin, Ireland. Born to an Irish mother and a Senegalese father, he grew up in a mixed ethnic and religious household. He studied Psychology in Maynooth University where he served two years as Students' Union President. He is the founder of Black and Irish, an organisation striving to transform Ireland into a global leader in equality and inclusion. He is a host of the Black and Irish podcast with Irish national broadcaster, RTÉ. He currently serves on the boards of the Childhood Development Initiative, and Tallaght and South Dublin County Partnership.

Briana Fitzsimons grew up in Yonkers, NY, USA, and has lived in Ireland since 2017. She has been a secondary school teacher for 12 years and also holds degrees in English and Creative Writing. Briana joined the Black and Irish team in 2021 and has been working to make schools across the country more inclusive for all students. One of her main goals is to empower teachers and young people with the tools they need to make sure that everyone is seen and heard and feels a sense of belonging in all educational spaces in Ireland. She lives in Co Kildare with her partner and two children and is proud to call Ireland home.

About the Illustrator

Jessica Louis is an independent Nigerian illustrator whose work features bright colorful characters, shapes and scenes that speak to the emotions at the edges and at the core of our lived experience. She has exhibited with DesignOpp in Dublin and Fresco in Paris and been published in Totally Dublin. She's represented by Studio BLVCK and together they are paving a new path for independent black creatives across the world.

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Black & Irish: Legends, Trailblazers & Everyday Heroes

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A groundbreaking new book: this is a celebration of Black Irish identity. Published in collaboration with Black & Irish Actors.Athletes.Activists.Style icons.Scientists.Influencers.Entrepreneurs. Black Irish people are blazing trails in every sphere of modern life. In the first ever book about Black Irish identity,

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Why the Moon Travels: Traveller myths and legends

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Why the Moon Travels: Traveller myths and legends

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is a haunting collection of twenty tales rooted in the oral tradition of the Irish Traveller community. Brave vixens, prophetic owls and stalwart horses live alongside the human characters as guides, protectors, friends and foes while spirits, giants and fairies blur the lines between this world and the otherworld. Collected by Oein DeBhairduin throughout his childhood, retold in his lyrical style, and beautifully illustrated by Leanne McDonagh. Why the moon travels won both the Judges' Special Award and the Eilís Dillon Award at the 2021 KPMG Children's Books Ireland Awards.

'A truly important book. Manages somehow to embody in the same breath the dazzling philosophy of the Pavee and the powerful poetry in their stories. Oein DeBhairduin's lovely introductions are passionate and beautifully written in their own right, and his versions of these vivid stories are extraordinary and deeply affecting. The whole enterprise is both personal and universal and also marks the debut of a true writer.'
Sebastian Barry

'The human world and the natural world, myth, folklore, kindness and cruelty combine in DeBhairduin's skilful and vivid collection, and the reader is left with a deep sense of the power of story, and of love in the life of a child.'
Deirdre Sullivan

'Many of the old tales have slipped from the campfire circle to sleep forever with the tellers. Here then, is a rare collection of original gems, nourished and nurtured from the pen of a Mincéir.'
Jess Smith

Oein DeBhairduin is a writer, activist and educator with a passion for preserving the beauty of Traveller tales, sayings, retellings and historic exchanges. He is the author of the award-winning Why the moon travels and Traveller Culture Collections Development Officer with the National Museum of Ireland. He seeks to pair community activism with cultural celebration, recalling old tales with fresh modern connections and, most of all, he wishes to rekindle the hearth fires of a shared kinship.

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is a haunting collection of twenty tales rooted in the oral tradition of the Irish Traveller community. Brave vixens, prophetic owls and stalwart horses live alongside the human characters as guides, protectors, friends and foes while spirits, giants and fairies blur the lines between this world and the otherworld.

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The Slug and the Snail: Traveller myth picture book

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The Slug and the Snail: Traveller myth picture book

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A tale rooted in the oral tradition of the Irish Traveller community told by award-winning author Oein DeBhairduin and illustrated by Olya Anima, co-published by Irish presses Little Island and Skein Press

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Published by: Riverhead BooksRelease Date: September 18, 2018ISBN13: 9780525539094Buy the Book: Amazon, Barnes & Noble, Books-A-Million, IndieBound, iBooks, Also available in the UKThe #1 New York Times-bestselling author of The Kite Runner, A Thousand Splendid Suns, and And the Mountains Echoed responds to the heartbreak of the current refugee crisis with this deeply moving, beautifully illustrated short work of fiction…

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VICE: 'Chav': The Slur That Won't Let Go

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VICE: 'Chav': The Slur That Won't Let Go

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This post originally appeared in VICE UK

A couple of weeks ago, a new word-"chivster"-was curled out on to our already stained and woebegone linguistic landscape. It came via Sunday Times Style, whose "Going Up" section had this newly-invented subcultural hybrid at the top of its list. "Hipster-turned-chav," it opined. "Tattoos and hoodies in, beards and long hair out. See Tom Hardy for further details."

Following the inexorable meh of " ​Health Goth," the chivster represents yet more semantic pollution from the current tide of laddish leisurewear, trainers and tracksuit bottoms, which has infiltrated luxe fashion in recent months. The term was invented by self-styled trend forecaster, LSN (Lifestyle News Network).

"With the chivster we started to notice a new aesthetic coming through blogs, niche magazines, graduate fashion shows and of course on the streets," Peter Firth, a former journalist and now LSN's "Insight Editor," told me. "Right now sports and performance wear is on the rise, and we're reaching what I think is the first wave of nostalgia for the 'chav' look of the mid naughties."

Chav is, of course, along with "hoodie," "scally," or "ned," reductive shorthand for an oft-imagined adolescent, usually from an estate, who, in addition to sportswear, likes weed, benefit fraud, FIFA, and intimidation. It's a word that does nothing to help the problems that the myth might have grown out of-problems of underemployment and antisocial behavior. But despite many attempts to kill the word, it has endured. Why?​

Terms like chivster don't help. In the end the new word doesn't seem to have caught on, attention confined to a bemused few on Twitter, and an Evening Standard ​follow-up piece that asked: "Is the chivster a thing, then?"

No, is the answer. But it doesn't mean its materialization does not betray a truth. It feels like fashion media has fallen back on the appeal of class mockery under the guise of an invented style tribe.

The word chav was said to have Gypsy roots, coming from the Romany word for child, chavi; it was used as shorthand for suddenly upwardly mobile perennials like Wayne Rooney and Jade Goody as well as the conveyor belt of dispossessed scowling on Jeremy Kyle. The obvious way for us to look at them was from a lofty, disgusted height. Despite the word's grotesque usage, though, it was lifestyle journalism that carried it through to a kind of hushed respectability.

"The 'chivster' thing is not surprising," says the University of Birmingham's Dr. Joe Bennett, who wrote his Ph.D thesis on the usage of the word in the media between 2004 and 2008, and is writing a book on language and morality. " Chav has grown out of ways of talking about lifestyle groups as much as class, which may be one of the reasons why it was invented." Making a shrewd point about the word's usage in media, he adds: "Obviously since it first appeared, you'd never get chav in the hard news. It was always the lifestyle sections, the light news, the Sunday magazines: Something happened to the columnist's family when they 'came across this crowd of chavs.'"

' Chav' was announced to the world ten years ago as Oxford University's first ever word of the year. Bennett lays part of the blame for the word's longevity on Oxford University. After that the word appeared everywhere, from Grace Dent's hugely popular Diary of a Chav children's book series, to message boards and forums like Mumsnet, where it is still used without fear. "If you read all the stuff that was published, there was quite critical stuff in there-but the effect of producing a press release saying 'chav is the word of the year' is very different to that," says Bennett. "After that, you'd get serious sociology articles that labelled groups of kids as a 'chav' group."

Owen Jones's publishing sensation ​Chavs: The Demonization of the Working Class popularized the view that the word was no longer viable for usage, describing the phenomenon as a "flagrant triumphalism of the rich who, no longer challenged by those below them, instead point and laugh at them."

But in selling around 120,000 copies and being emblazoned with the emblematic Burberry cap on the cover, it might have achieved an aim counter to that of Jones or his publisher Verso, in helping canonize the term for some until it has become not one of violation or abuse, but of subcultural affection, even nostalgia, for modern Britain's very own alienated antihero.

If "chivster" ever did take off, it wouldn't be the first time that middle-class kids have looked to the working-class they feel estranged from in a kind of fascination (and maybe jealousy) for a supposed wantonness that cannot thrive among the strictures and etiquettes of Middle England. For LSN's Firth, it's this that fuels it. "We are frequently shown a life through social media and mainstream media that is inaccessible to most of us," he says. "Maybe we need more angry young men and fewer people who are willing to roll over and accept things as they are so long as they can still afford to live in Dalston."

While it's hard to see a horde of angry young graphic designers posing a real threat to London's grossly disproportionate property prices, it's true that poverty and abandonment have always been impetuses for subculture. Boris Johnson's new London has played its own part in siring the non-subculture of the chivster. The city that he has designed has no space for those communal spaces in which music-born subcultures have germinated in the past-abandoned warehouses, makeshift shebeens inside residential properties, fields-spaces that have inspired a kind of cross-class unity, last seen in its most intense form during the rave era. When you don't have those spaces, you don't have subcultures, and it has been left to the media and people like Firth to fill the gap.

Unfortunately, you can't design a subculture from scratch, which results in the uncomfortable truth of what subculture is now: a linguistically confused non-event dreamed up to persuade masses of people to prefix a social-media post with: "So apparently this is a thing."

Firth acknowledges that the history of the word chav is "highly derogatory". On the flip side, though, he says, "The term isn't meant by us to be offensive, but rather something that's memorable and instantly understandable." This, in a nutshell, is the problem with branding people and calling it a subculture. It takes the logic of business and applies it to something that should grow organically.

Usage of the word chav in the newspapers has decreased, but it's kept steadily bubbling along by the middle classes themselves. People in the media use it freely. "Yeah, it went alright," one acquaintance, a music video producer, once confided after shooting a "gritty" promo in Tilbury, Essex, a place situated in a banlieues-like state of decay outside the M25 ring road. "A load of chavs came over and started bothering us though. Absolute scumbags."

Ours is an age where new editorial ideas are served up by endless meetings cobbled together from statistics and so-called media trends. Guests attend "Trend Briefings" in places such as the Future Laboratory in Spitalfields-a fortress in a flattened media topography, where LSN is based. There, aspiring brands and writers are served canapés of franken-words with a side order of pseudo-intellectual concept. Take your pick from "fear marketing," "the polarity paradox," "the U-turn society," "the sharded self," or the "me-conomy," but no amount of Rennie is going to help you keep it down.

Consider the etymology of the word "hipster" compared with that of the "chav." The "hipster" evolved out of the jazz age, hepcat evolving into hepster, which in turn became hipster. It was always allied with connotations of superiority in terms of cultural capital, evolving until the word was immortalized by Norman Mailer, who described it as an "American existentialist" bent on "setting out on that uncharted journey into the rebellious imperatives of the self." The phrase was reappropriated around 15 years ago to variously describe the perhaps more self-conscious but no less astute subcultures of Shoreditch, Williamsburg, and beyond.

It's why the fusion of the two stereotypes is a problematic one. The obvious way for the hipster to view the chav is from a lofty height. Where the disdain for the hipster may carry some kind of affection-we were all pretentious twats once, right!-the hatred of chavs carries a more sadistic air.

Next to Sunday Times Style's ordaining of "chivster" was Camilla Long's editorial about the scandal of professional wives powerless against their big-shot husbands. Long purports to be a feminist-a view no doubt shared by Sunday Times Style-and the fashion industry is often commended for its feminist ethics. Rightly so. Yet the longevity of chav also relies, in part, on society's background misogyny, from blanket tabloid derision of single mothers to povvo porn Twitter feeds, advertising stolen images of mid-teen girls as "chav slags."

"You rarely see class mentioned by mainstream feminist commentators," says feminist campaigner and writer Rhian E Jones, who is trying to highlight that the use of "chav" is a feminist issue and who spoke at the conference ​Does "Poverty Porn" Undermine the Welfare State in Hulme, Manchester, yesterday. "Working-class women don't have access to the media, so they can't defend themselves against the misogyny directed to them under cover of the word chav."

The chav stereotype has taken hold to such an extent, she says, that we don't actually need to use the word. As she says, "We all know what someone means by 'single mother.' It's someone on a council estate with kids by multiple fathers."

"I often have conversations with people and they know what I've spent my time doing," says Dr. Joe Bennett. "They want to say someone's a 'chav' but they have to avoid it. Because we live in a society with such strong hierarchies of class and status, it became a term not just used to express pure hatred, but to express where you want to be, where you want to live, where you want to send your kids to school. The ultimate problem is not that people are saying 'chav': it's that it is a useful word for them to use in the first place."

"Chivster" will never catch on. It's too artless, too clumsy. But it matters. Like much reductive matter pushed out by the industry, it massages prejudice, allowing it to bloat. It isn't just Daily Mail readers who carry forward bigoted, lazy views-it's young generations at the mercy of ever-narrowing options in terms of careers and creativity.

The endurance of "chav" reflects the new meanness of the UK, a hardening of the so-called squeezed middle while the safety net of the welfare state is stripped. The economics of aspiration guides such language, and as the screw is turned in forever-booming London, there looks to be no let-up.

Follow Tim Burrows on ​Twitt​er.

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An examination of the UK term for a usually poor, possibly threatening young person.

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Racism in NI: 'Nobody was born to be a racist'.

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Racism in NI: 'Nobody was born to be a racist'.

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Black people from Northern Ireland explain their experiences of racism and what needs to change.

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Jane Elliott: "Blue Eyes - Brown Eyes" experiment

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Jane Elliott: "Blue Eyes - Brown Eyes" experiment

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Jane Elliott “Blue Eyes - Brown Eyes” Experiment Anti-Racism

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Summary: This assembly explores what the children think about being older - both the age at which one becomes 'old' and what they think and feel about older people. The video is a traditional story from Nepal exploring tensions between the generations. The emphasis is on understanding and tolerance. The assembly is suitable for use at any time of year, but you could link it to topical awareness days such as the International Day of Older Persons observed on 1 October each year and instituted by the United Nations.

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A primary school assembly, most suitable for pupils aged 7 - 11 about understanding waste, asking the question: “Where does all our rubbish go? Includes a song / reflection / prayer. Suitable for Collective Worship. BBC School Radio. BBC Teach.

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Assemblies for All provides access to high quality, inclusive assemblies for schools across the UK.

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Faith in Us: Educating young people on Islamophobia

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Faith in Us: Educating young people on Islamophobia

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Festival Of Light: Diwali - The Hindu Festival of Light, celebrated in Trafalgar Square.

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Social class is the division of a society based on the perceived social status and economic status of individuals - it is not simply the wealth an individual earns that determines what social class they are considered to belong to. Generally, we think of class being separated into three categories - upper class, middle class and working class. However, changes to labour practices and the characteristics of social groups in the turn of the century has led to revisions in how class is determined and defined. In 2011, the Great British Class Survey (conducted by the BBC) revealed seven distinct class categories; these class categories were described as 'elite', 'middle class' (broken down into established and technical middle class), 'new affluent workers', 'traditional working class', 'emergent service sector' and 'precariat'. The latter four vary in terms of their financial income and the perceived value of their 'social contacts', but all would fall under pre-established notions about the 'working class'- labourers or low income workers. It is this fracturing of social classes into sub-categories that illustrates how unclear it can be who is or isn't at risk of class inequality or restricted social mobility.

Class inequality occurs when resources in a given society are distributed unevenly, typically through norms of allocation, and reinforce specific patterns along lines of socially defined categories of persons. Class inequality ensures only particular families have access to higher education for their children, access to particular schools or housing, access to high or low quality healthcare and even transportation or financial services. There are ways to resist or reverse the impact of class inequality through organisational support and conscientious behaviour as an individual.

Challenging classist language and slurs (e.g. "chav", "benefits scrounger")

Inclusive hiring practices (e.g. "blind" CV and application form screening, adjusting job specifications around educational background, removing need for driving licence/car where possible)

Providing training and upskilling for free/ reduced rates, accounting for socioeconomic background

Running inclusive & affordable social events (avoiding expensive meals, trips or events which require a pre-established skillset or knowledge background), or challenging class-excluding events when organised

Providing or supporting flexible working arrangements for parents/caregivers

Providing or supporting financially accessible transportation schemes

We are collating a growing bank of resources to support you in how you show up, how you stand up and how you speak out, on matters pertaining to class inequality and classism. Here are some questions to reflect on:

How do I challenge classist comments and stereotyping?

How do I champion equality and fight for equity?

How do I share any privilege I have to centre those who are marginalised by society and the system?

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Class Inequality Awareness Toolkit | Diverse Educators

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Social class is the division of a society based on the perceived social status and economic status of individuals.

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To understand why we need Disability awareness, we must first look at how we understand disability.

A Disability is defined by the Equality Act 2010 a "a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities." however the current disability movement suggests that it is society's reaction to an impairment that forms a barrier, rather than the impairment itself, that is disabling.

Not everyone with an impairment will necessarily identify as Disabled, and disabilities are not always visible or physical.

A disability can be viewed in a variety of ways. An outdated way to view disability is by the Medical Model, whereby disabilities are viewed as something to be fixed or cured, and places the responsibility of this on the Disabled person. The Social Model of Disability has been developed by Disabled people as a way to combat this model, and is a popular way of viewing disability. Though it is very popular, it is not the only way to view disability, and not everyone uses it.

Scope, a charity in the UK, defines the Social Model as:
"The model says that people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets. Or they can be caused by people's attitudes to difference, like assuming disabled people can't do certain things. The social model helps us recognise barriers that make life harder for disabled people. Removing these barriers creates equality and offers disabled people more independence, choice and control. Not everyone uses the social model and that's ok. How anyone chooses to talk about their impairment is up to them."
A disability can therefore, by the Social Model, be seen as having an impairment which society places barriers against. An example of the Social Model in action would be if a wheelchair user can not access a shop due to steps, suggesting putting in a ramp to combat the problem with the building, not the person. However, this model does not work for everyone and is not prescriptive. Those with chronic illnesses, for example, may not necessarily relate to this model. However, we can acknowledge that it is one way in which we can view disability that many Disabled people find helpful to combat ableism, prejudice and negative opinions.

The most important thing to note about disability awareness is that every disability experience is different and unique: what works for one Disabled person is not prescriptive for all Disabled people.

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Disability Awareness Toolkit | Diverse Educators

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To understand why we need Disability awareness, we must first look at how we understand disability. A Disability is defined by the Equality Act 2010 a "a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities."

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EAL (English as an Additional Language) students are an extremely heterogeneous group with second and third generation families, well-settled economic migrants mainly from the European Union countries, and some newly arrived students, refugees and asylum seekers. They have varied life, and consequently educational, experiences. According to Department of Education (2020) 'a pupil is recorded as having English as an additional language (EAL) if they are exposed to language at home that is known or believed to be other than English. It is not a measure of English language proficiency or a good proxy for recent immigration.'

The term 'multilingualism' describes the use or co-existence of several languages in one place - whether that's a country, a school, a classroom or a home. By contrast, the term 'plurilingual' describes a person who speaks several languages. Although a plurilingual person may or may not have equal fluency in each language, what is clear is that the use of two or more languages brings a range of benefits - both social and academic.

Almost - if not all - schools in England are multilingual contexts: see link.

With more than 1.6 million pupils using further languages (or 'first languages') in addition to English: see link.

The DfE requires all schools to capture information on their multilingual contexts by identifying pupils as having 'EAL' or 'English as an Additional Language' in the January school census. Whilst the DfE 'EAL' descriptor tells us nothing about fluency levels in English nor in first languages (e.g. Pashto, Somali, French or Twi), it is a useful initial way of positively acknowledging the diversity of languages represented by our plurilingual children and young people in our multilingual schools.

Language and identity are inextricably linked; therefore, promoting the attainment of pupils learning through EAL is an equality duty for schools with reference to the Protected Characteristic of 'Race'. It is a legal duty to ensure that there are opportunities for all pupils learning through EAL (irrespective of their current proficiency in English or of their first language) to thrive and succeed academically in school.

We are collating a growing bank of resources to support a culture of valuing multilingualism and promoting a 'language-aware pedagogy' in your workplace settings. Here are some questions to reflect on:

How do I create a school culture where multilingualism is valued?

How do I promote effective EAL pedagogy in my classroom and school?

How can I track the English language proficiency of my EAL learners?

Which organisations and resources are available to support me in this work?

What additional funding is available to support the attainment of EAL pupils?

How can the high attainment of EAL pupils be promoted through whole school approaches?

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EAL and Multilingualism Toolkit | Diverse Educators

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DfE (2020) - 'a pupil is recorded as having English as an additional language (EAL) if they are exposed to language at home that is known or believed to be other than English.

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Gender Equality Toolkit | Diverse Educators

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Gender equality is not only a fundamental human right, but a necessary foundation for a peaceful, prosperous and sustainable world.

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Gypsy, Roma and Traveller Inclusion Toolkit

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Gypsy, Roma and Traveller Inclusion Toolkit

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Gypsy, Roma and Traveller Inclusion Toolkit | Diverse Educators

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Gypsy, Roma and Traveller communities are a connected but distinct collection of ethnic groups who share similar historical themes and traditions with nomadism.

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At Diverse Educators we use the umbrella term Inclusive Allyship. As Educators, we feel that this is most representative of what we do in our sector. However if this term does not resonate with you and you would like to consider alternatives, here are some options and definitions to explore:

Allyship
Allyship is about recognising your privilege, and then using it by standing in solidarity with marginalised groups to challenge the status quo. It involves working through discomfort, listening, and learning from mistakes.

Accomplice
In the context of race and social justice work, an accomplice is someone who assists others in creating a space of inclusion, equity, and safety for all, often at the risk of their own social and/or professional standing and physical well-being.

Coalition
A coalition is when people agree to work together, in partnership to achieve a common goal. Coalition builders in the inclusion context believe that allyship offers charity whereas coalition is more about solidarity and identifying those shared points of interest.

An ally is any person that actively promotes and aspires to advance the culture of inclusion through intentional, positive and conscious efforts that benefit people as a whole. An ally advocates and champions for marginalised colleagues in the workplace.

Inclusive Allies are committed to:

attracting and hiring a diverse workforce

cultivating an environment where all colleagues have a sense of belonging

creating a culture where all colleagues feel welcome, respected, and supported

amplifying and advocating for others

giving effective and equitable performance feedback

using more inclusive language

running inclusive conferences and events

To become an active upstander, instead of a passive bystander on social justice issues.

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Inclusive Allyship Toolkit | Diverse Educators

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At Diverse Educators we use the umbrella term Inclusive Allyship. As Educators, we feel that this is most representative of what we do in our sector.

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Neurodiversity Toolkit | Diverse Educators

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The word 'neurodiversity' is an umbrella term to describe a large range of hereditary and acquired conditions that cause differences in brain development.