Increasing and retaining minority ethnic teachers: action guide for local authorities

6. Appendix 1 – Case study – Children, Education and Justice Services, City of Edinburgh Council

The extract below is taken from the Report presented to the Education, Children and Families Committee Tuesday 23^rd January 2024.

“In December 2023, Children, Education and Justice Services, City of Edinburgh Council, held their first BME Staff Conference. At the event, the Education Department shared findings from their BME staff survey and focus group that the Education Department had begun to consult on actions to create a fairer workplace and to support the professional development of BME staff.

In December 2023, Education Department launched the‘ From Mentor to Inclusive Sponsor’s programme, in partnership with the Reverse Mentoring Practice .From January to December 2024, 20 mentor-mentee pairs will use a critical and intentional approach to mentoring and sponsorship based on Ibarra’s 2019 model to support the development of teachers from racialised groups. The programme aims to contribute to increasing the representation of teachers from minority ethnic groups in senior leadership roles.”

Below are extracts from the report of the staff survey findings. The staff survey provides relevant evidence of the lived experiences of BME teachers.

BME Staff Survey findings (as extracted from Appendix 3 of the Report)

Overview of questions:

• Role /Type of post / Length of time in post
• Reasons for working in education and barriers for BME people entering education roles
• Experience of working in Edinburgh schools and settings
• Reporting racist and other prejudice-based incidents
• Support networks
• Professional development and career opportunities

No. of respondents: 86 identifying as BME

Roles

• Teacher (incl. probationer) - 50%
• Pupil Support Assistants (PSAs) - 16%
• Early Years Practitioners - 13%
• Other (incl. PT/CL, DHT, Senior EYO, Educational Psychologist, School Librarian) - 21%

Type of post and length of time in post

Type of post

• Permanent - 66%
• Temporary - 23%
• Supply - 9%
• Acting Up - 2%

Length of time in post

• Less than 1 year - 21%
• 2-4 years - 33%
• 5-10 years - 15%
• 11-14 years - 13%
• More than 15 years - 18%

Reasons for working in education

• Enjoying working with children and young people - 72%
• Importance of education - 49%
• Fitting in with family circumstances - 31%
• Job security - 26%
• Other: being inspired by a teacher of youth worker, vocation/calling

Barriers for BME people entering teaching/youthwork/other education roles.

Most frequently cited barriers, in order of frequency and comments:

• Racism (discrimination, institutional racism, negative attitudes, cultural stereotypes)
• Lack of representation of role models ‘you can’t be what you can’t see’
• Language and communication barriers

“People who are in positions to make decisions on who to employ tend to pick people who are like themselves.”

“The perception and questioning of your qualifications and intellect are often experienced, which is then borne out in post-qualification settings where if you are a teacher, you are never initially assumed to be, and potentially your perspectives and insights are often initially dismissed.”

“There is the very real barrier of being visibly different and not quite seen as like other colleagues - this can be problematic when applying for posts, if interviewed by people who do not know you, and who bring their biases into the room.”

How well are BME staff supported with their professional development?

“I don’t feel I have been given the same level of support as some of my colleagues who have had opportunities and guidance handed to them whereas I have had to seek it and still not had the same level of support.”

“I think that this depends on the management of the setting, personally I have not seen or experienced any difference in treatment of white and BME staff in this regard but the quality of support that staff will receive. will depend on the strength of the management and resources available regardless of race (in my experience).”

“Lack of recognition and value of qualifications and skills.”

Awareness of opportunities to move into leadership posts

“I’m aware of how to apply but not aware of targeted support for BME staff.”

“Such roles are usually given to non-BME groups anyway.”

“Although I am aware of where to look for opportunities for promoted posts, I feel I miss out on many informal chats and support by not being part of the social networks where my Scottish colleagues meet each other, e.g. the pub, choir etc.”

“I’m very aware and reluctant as there is always someone in mind already at the school to fill the post.”

Barriers for BME staff who wish to apply for promoted posts.

Most leadership teams are looking for applicants that think and look like them – predominantly male/female depending on the current makeup of the team.”

“As soon as a person of colour walks in the door certain stereotypes and assumptions come into play.”

“Lack of mentoring and support for the process of applying, interview techniques and the all-white interview panels where unconscious bias plays a role in the decisions made as to who gets the job, which face fits.”

“The issue is a wider one and not just specific to BME staff. Gaining a promoted post is all about who you know and normally go to people who have already been in the school for a while or have had the opportunity to experience and lead things. If you don’t get the time to do this nor the encouragement, how do you then gain experience?”

Experiences of informal mentoring

Of 36 respondents who had previously applied for promoted posts:

• 33% had received informal mentoring
• 67% hadn’t received informal mentoring
• 11% said they had felt discouraged from applying
• 53% of respondents felt they could ask for informal mentoring support.

“Always had good management support who have encouraged me to progress.”

“I could (ask for mentoring) in my current position from my current line manager.”

“As a BME person, I have to work twice as hard as my white colleagues to show/prove my worth. Going to my line manager to ask for support could be seen as a weakness/reinforce the stereotype of BME staff ability being less and hence I could lose something in the process.”

Focus Group: BME teachers provided some key themes and suggestions

Recruitment

• Bias in interview panel
• Interviewee’s confidence (or uncertainty) about perceptions or attitudes of the panel
• Interview experience daunting for colleagues who may have less experience of Scottish education and whose first language may not be English

Importance of Leadership

• Importance of leadership in a school / setting – difference between feeling recognised and valued or feeling ignored and ‘not seen’
• Not clear where to go for support if you experience racism or if response from line management is unsupportive or inadequate.

Communication

• Council corporate emails are not a good way to communicate with school-based staff
• Perceived as impersonal and not relevant to school context.

Suggestions

• Increase diversity on recruitment panels
• Ongoing professional learning for leaders, especially on recognising racism, incl. micro-aggressions
• Awareness-raising with all staff about what to do if they experience racism (or other prejudice)
• Separate ‘newsflash’ for education staff