Equality, diversity and inclusion (EDI) are cornerstones of effective organisations. They are crucially important in schools, not least because when people feel welcomed, supported and nurtured, they are far more likely to thrive.
A teacher’s experience of EDI should not differ significantly from school to school. Developing inclusive practice and an equal and inclusive student experience is something that should be going on in every school regardless of ethos and character.
EDI in schools with a religious character, in particular Catholic schools, does not really differ from EDI in any other school. It should be at the heart of everything that happens there as a school and as a place of employment. EDI should also be front and centre of any school business arrangements, too, while issues around equality, diversity and inclusion are covered in law under the Equality Act 2010.
Optimus Education makes the point that, “It is also a moral principle that all members of the school and wider community should be treated equally, fairly, and with respect.” The bottom line is that all schools have a duty to prevent discrimination and to improve and enhance diversity. This is about treating each other, regardless of the status held in your school’s community, with dignity and respect.
By way of a reminder, the Equality Act 2010 protects people from being discriminated against on the grounds of certain protected characteristics: age, disability, gender reassignment, marriage and civil partnerships, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. There is also a strong argument for solo or single parenthood to be a protected characteristic.
Primary forms of discrimination include, direct discrimination, indirect discrimination, and harassment and victimisation. It can be individual, structural and institutional; a one off, or pervading the whole institution.
EDI in Catholic schools is no different from any other school, although there are some interesting statistics concerning it. A spokesperson from the Catholic Education Service explained, “Catholic schools are the most ethnically diverse in the country: 45.5% of pupils at Catholic schools in England are from ethnic minority backgrounds, while the state-funded sector average is 37.4%. In Wales, 35.6% of pupils in Catholic schools are from ethnic minority backgrounds, while the state sector average is 14.3%. In addition, 50% more pupils educated in Catholic schools are from the most deprived backgrounds when compared to the state sector average (via government’s Income Deprivation Affecting Children Index), as almost a fifth (19%) of all pupils in Catholic statutory education meet the highest national deprivation criteria, compared to a 12.8% England average. Similarly, a quarter fewer pupils are from the more affluent areas.
“Many parents of pupils in Catholic schools are ineligible for free school meals due to immigration status or low-paid employment, with barriers to take-up including the complexity of applications and financial privacy concerns. Free school meals are available for parents on benefits, but continue after household income rises above eligibility criteria. Only 0.04% of pupils in Catholic schools are withdrawn from acts of collective worship such as Mass and prayers in assemblies.”
In all schools, regardless of character, there should be a zero-tolerance approach from all in the community towards any form of discrimination. This ethos of promoting EDI should be crystal clear from the way in which all members of a school interact with one another. It should be open and entirely visible for all, featuring in training and lessons.
If you are considering applying to work in a Catholic school, do not assume that you have to be Catholic. Being respectful of the tenets of the faith of the school is key, and opportunities abound!
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About the author
Elizabeth Holmes
After graduating with a degree in Politics and International Relations from the University of Reading, Elizabeth Holmes completed her PGCE at the Institute of Education, University of London. She then taught humanities and social sciences in schools in London, Oxfordshire and West Sussex, where she ran the history department in a challenging comprehensive. Elizabeth specialises in education but also writes on many other issues and themes. As well as her regular blogs for Eteach and FEjobs, her books have been published by a variety of publishers and translated around the world. Elizabeth has also taught on education courses in HE and presented at national and international conferences.
