To diversify teaching, professional development must learn from anti-racist approaches

Children's social development is enriched when the teachers they encounter reflect the diversity of their own communities.

Yet despite the diversity of modern Britain, many of today’s children will complete their school years without ever being taught by a teacher from the global majority.

In fact, according to a report published in 2020, almost half of schools in England do not employ a single teacher or teaching assistant from a Black, Asian or Minority Ethnic background. This finding points to something systemic about the way we recruit and train teachers, which warrants investigation and deep reflection.

Our first clue that something is awry comes when we examine the Department for Education’s initial teacher education (ITE) applications data in England. At this initial application stage, there is no shortage of prospective teachers from the global majority – in fact, they are slightly overrepresented among applicants relative to the national population. But that is where the trend stops. Compared to their white peers, global majority applicants are less likely to be offered a place, less likely to enrol, less likely to qualify, and less likely to end up in classroom jobs.

These figures and challenges are the focus of a multi-year collaborative project between the National Institute of Teaching, Now Teach and Mindful Equity – supported by Mission 44’s Diversity in Education Fund – which is seeking to improve representation in the teaching workforce through anti-racist approaches to teacher selection and development. Its first publication – launched today – is a review of existing global academic research on ethnic diversity in teacher education.

Drawing on 17 research syntheses and 23 recent primary studies, most of which were conducted in the USA, it identifies pressures that shape whether aspiring teachers remain in the pipeline – from initial interest and application, through training, and into the profession. Although the longer-term results of our project are some years away, the themes identified in this review provide food for thought for school leaders and policymakers who are committed to building a diverse and inclusive workforce.

First, the way the sector recruits and selects trainees requires scrutiny.

While standards for entry must remain ambitiously high, processes that over-rely on academic markers, or deep familiarity with higher education could screen out talented people with the commitment, insight and community knowledge that schools need. Recent primary research conducted by the National Institute found that simply helping applicants to better understand the selection process could boost the numbers of applicants from underrepresented groups who get an eventual offer to join the ITE programme.

A focus on non-traditional routes into the profession could also show promise for underrepresented applicant groups, but again, only if trainees are properly supported. Salaried and flexible pathways such as teacher apprenticeships can open doors for teaching assistants, career changers and those who cannot afford to stop earning. Scaling-up these routes might therefore foster a more diverse workforce, but we must be careful not to place too much pressure on those trainees who work full time. Getting the workload balance right while ensuring that mentoring and academic support are available will be crucial to ensuring these routes succeed. Indeed, evidence we analysed in our literature review suggests that connecting global majority trainees and early career teachers with mentors and networks, who understand and share their experiences is critical infrastructure for retention.

Once applicants are on a training programme, belonging matters too.

The evidence highlights many trainees and early career teachers from the global majority who describe feeling isolated, stereotyped or judged against biased ideas of professionalism. Research shows that when cultural identity, accent and background are treated as strengths rather than problems, both on ITE programmes and in schools, trainees are more likely to experience a sense of belonging that equips them to thrive and persist.

For these reasons and more, anti-racist practice has much to contribute to effective teacher education.

A one-off session or lone paragraph in a strategy document will never be sufficient; teacher education needs to affirm the identities and experiences of all trainees and support them in creating inclusive learning environments so they can work confidently with diverse learners.

Informed by the insights from our literature review on anti-racism, the National Institute has begun renewing the curriculum for our own ITE programme. Over the coming years, we will be monitoring and evaluating its impact. To be the first to hear updates on this project, please subscribe to our email newsletter.