Platform: Zoom (online) – conference

Audience:

• Leaders and managers
• Boarding staff
• HR
• EDI leaders
• Anyone with an interest and passion for inclusion

Course outline

In today’s world mental health is a prevalent issue which affects us all. Each individual has different experiences and identities which can affect their mental health. From discrimination, prejudice, feeling like you don’t fit in or being the ‘only one’. This  conference will look at how these experiences can cause trauma and negatively impact a person’s mental health. It will dive into aspects of identity that can also be invisible and interchanging and identify how navigating this can cause distress.  Learn how to how to best support the mental health of those in our communities and understand each person as individual while respecting their identities.

Training topics will include:

• Identity and self esteem
• How to support students to care for their mental health as a member of a marginalised community
• Invisible identities and mental health
• Understanding mental health as an intersectionality
• School case study: Supporting mental health in school

Learning outcomes:

• To create a positive and supportive environment for EDI leaders to learn and share best practice
• To identify helpful strategies when supporting mental health and inclusion

Cost 

• IELA/BSA Member Rate: £235
• IELA/BSA Additional Full Member Fee: £110
• BSA Affiliate Member Rate: £335
• BSA Affiliate Additional Member Rate: £145
• Non-member Rate – £470

*If you would like to become a member and access discounted rates for IELA CPD and events, please click here.

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Programme:

09:30 – 10:30

Introduction and Understanding intersectionality and belonging

Main points to cover:

• The complexities that come with certain identities e.g the stereotypes, challenges etc – what are we doing to combat these.
• Codeswitching, ‘fitting in’ hiding who you are, and understanding the why.
• Other aspects that can affect this, political stance, world events etc.
• Finding out – where do I belong? How school can support this.
• Developing cultural skills and cultural confidence.
• Understanding children may have trauma from their experienced as being members of marginalised communities – supporting students to heal from past experiences.
• Understanding no group experience is monolithic e.g – the importance of being aware of these cultural differences and also induvial experiences.
  

Chair: Gaelle Sullivan, Director of Research, Inclusion and IELA

Speaker: Sadia Fettes, Diversity, Equality & Inclusion Lead, Fettes College

Break  10:30 – 10:45

10:45 – 12:00

Panel session: Creating safe spaces for all students to explore their identities

Main points to be discussed:

• How important are the factors that shape our identity, how do they impact how we see students showing up?
• When thinking about the boarding dynamic and supporting international student challenges and multiple identities, what approaches have you found that works?
• Let’s talk about the concept of the ‘Third’ identity, how can we support students to feel confident in all of their identities and support their choosing/changing?
• Naviagting the home environment and culture when beliefs and support is very different to what is experienced at school.
• What are some things that work very well in your setting which helps develop comfortability and confidence?
• How do you know when students are showing up as their authentic selves and feel safe?
  

Chair: Gaelle Sullivan, Director of Research, Inclusion and IELA

Speaker:

Jemma Holroyd, Head of Student Wellbeing ,Queen Ethelburga’s

Tyler John, Head of Diversity, Equality and Inclusion Teacher of PSHE, St Paul’s School

Lucretia Fields, Vice Principal, UWC Atlantic 

Lunch 12:00 – 13:00

13:00 – 14:00

Changing the culture for staff and students whilst supporting identity

Main points to cover:

• Changes made to staff recruitment and results seen.
• The importance of addressing bias and encouraging self-reflection.
• Shifting the whole school culture.
• Understanding the need for comfort to explore identity/intersectionality.
• Felsted’s understanding of the need for flexibility when exploring identity/intersectionality.
• Practical examples of changes/initiatives made in school which support intersectionality.
• Fostering an environment of psychological safety, support and celebration for all.
• Supporting difficult /sensitive conversations between staff and students and students and students.

Chair:  Rebekah Hayward, Research and Inclusion Officer

Speaker: Rebecca Purdy, Assistant Head: Staff, Co-Curricular, EDI Lead, Felsted School

Break 14:00 – 14:15

14:15 – 15:15

Case study – A schools EDI journey reflecting on the high lows and outcomes

Main points covered:

• The EDI journey how it began, doing the work and overcoming obstacles.
• Social media as a tool and as a hinderance- school example.
• Making EDI a priority .
• How are children’s identities catered too and supported? How does this evolve?
• How did you approach/support invisible identities?
• How did you know students felt supported?
• Creating a shift in mindset of staff and students.
• How to reflect and evaluate progress and areas for further development.
• The impacts of mental health on school life, friendships and identity.

Chair:  Rebekah Hayward, Research and Inclusion Officer

Speaker: Susan Peña, Admissions & Communications Manager, Villiers School

Jill Storey, Head, Villiers School

Break 15:15 – 15:30

15:30 – 16:30

Intersectionality though an anti-racism lens

Main points covered:

• Understanding the lenses of race/ethnicity and culture.
• Awareness of trauma and triggers different ethnic groups experience.
• The importance of having the EDI subject knowledge as power to support student needs.
• The complexities of identity, and the varying experiences within intersectional groups.
• Changing the perspective e.g ethnic minority – Global majority.
• How to develop effective EDI initiatives which support the varying racial intersectional identities in your community?
• How to harness and analyse your data to create effective change and positive action.

Chair:  Rebekah Hayward, Research and Inclusion Officer

Speaker: Amjad Ali, Assistant Headteacher and EDI consultant, co-founder of The BAMEed Network

16:30

Conference close

Speaker:

Gaelle Sullivan, Director of Research, Inclusion and IELA

Gaelle is Director of Research, Inclusion and IELA and joined the BSA in January 2023. She is an experienced senior leader and has worked in a range of state and independent schools. She is a qualified SENCO and holds a Masters Degree in Inclusive Education. Prior to joining the BSA, Gaelle was Deputy Head Pastoral, DSL and Head of Boarding at an all-girls independent school in the South-East.

Rebekah Hayward, Research, Inclusion and IELA Officer IELA

Rebekah is Research and Inclusion Officer and joined the BSA in April 2023. She is a qualified Primary School Teacher and holds a Masters in Education: International Development and Social Justice. She is the Co-Founder of ‘Increasing Black Representation’ a mentoring scheme for students and sits on the Diversity Board for the Health Tech company Medito. In her previous roles Rebekah has worked in Ed Tech analysing research and creating diverse curriculum content for schools. She has also worked with IESE reviewing literature and resources to ensure they promote equity, diversity and inclusion.

Sadia Hussain-Şavuk, Diversity, Equality & Inclusion Lead, Fettes College

Independent EDI Consultant

Sadia started her teaching career in 2008 as a Biology teacher after having initially worked for the NHS as a scientist. Her interests and passions quickly led her into pastoral support where she recognised the need for more inclusive practices in education. She now works as an EDI education consultant specialising in anti-racism practices, and  sits on a number of steering committees in EDI focused areas of Scottish education. In addition to her work towards improving experiences of BAME pupils in education she actively advocates for opportunities to create a more diverse teaching workforce and provisions of support to improve BAME staff retention.

Jemma Holroyd, Head of Student Wellbeing ,Queen Ethelburg

Head of Student Wellbeing at Queen Ethelburga’s. I have been in education for 20 years in both the private and public sector. I have worked at QE for 16 years and oversee the pastoral and boarding provision; working with over 800 boarders from over 60 different nationalities with a team of 70 boarding staff. Ensuring everyone feels heard, is part of the community and can thrive is my top priority. I am also the safeguarding governor for a federation of three local primary schools in North Yorkshire.

Tyler John, Head of Diversity, Equality and Inclusion Teacher of PSHE, St Pauls School

Tyler John (he/they) is the Head of Diversity, Equality and Inclusion and Teacher of PSHE at St Paul’s School in Barnes. Tyler started their career as an intern, and has delivered strategic DEI work across a number of different sectors. They really value the role that education plays in facilitating diverse and inclusive spaces, and enjoys working with open-minded and forward-thinking students in their role.

Lucretia Fields, Vice Principal, UWC Atlantic 

Lucretia grew up in Liverpool in the north-west of England. She is an alumna of UWC Atlantic. Lucretia has enjoyed a teaching career spanning over twenty years and also worked in children’s social care prior to becoming Vice Principal at UWC Atlantic.

Rebecca Purdy, Assistant Head: Staff, Co-Curricular, EDI Lead at Felsted School

Rebecca has worked in various roles at Felsted School, a co-ed boarding and day school, for the last 15 years. Rebecca is from Nottingham, the granddaughter of a miner and the first in the family to attend university; she has lived with Type One Diabetes for the last 30 years. Rebecca began her career in education immediately after graduating and completed a Masters in Education: Literacy and Social Justice in September 2019. Since then, Rebecca has formally taken the lead in EDI matters at Felsted and has had a particular focus on supporting the integration of International Students whilst also working to root out unconscious biases in school practices.

Susan Peña, Admissions & Communications Manager, Villiers School

Jill Storey, Head, Villiers School

Jill holds a Bachelor’s degree in English and Philosophy and a Master’s degree in Philosophy from the National University of Ireland, Galway. Jill has also achieved a Higher Diploma in Secondary Education and Teaching from University College Dublin, a Graduate Diploma in Additional Educational Needs (AEN) from the Church of Ireland College of Education, a Graduate Diploma in Equality, Diversity & Inclusion from the University of Limerick, and in 2024 qualified in Coaching Practice & Ethics (Specialising in Educational Leadership Coaching).

Jill taught English and led the Additional Educational Needs (AEN) department at Villiers School for more than eleven years, before being appointed Head of School in 2011. Under Jill’s leadership, in 2017, Villiers was the second school in Ireland to be authorised as an IB World School. Jill leads the DEI Working Group in Villiers School, and her passion for equity and inclusion consistently inspires the entire school community.

Amjad Ali, Assistant Headteacher and EDI consultant, co-founder of The BAMEed Network