Education On Fire - Sharing creative and inspiring learning in our schools 228: Equality, Diversity and Inclusion Among School Staff with Edurio
Edurio and the team has just completed its latest research about equality, diversity and inclusion (EDI).
The report, titled ‘Equality, Diversity and Inclusion Among School Staff’, involved more than 16,500 respondents from 381 schools in England - the largest review of schools as workplaces.
The key findings:
- Less than half of school staff feel their workplace is diverse (43%)
- 69% of Minority Ethnic staff feel their workplace is committed to promoting EDI compared to 82% of White British/Irish staff
- Less than a third (28%) of staff believe their leadership team is diverse.
- Only a third of staff (36%) consider the diversity of their school’s staff to be representative of their student population.
- Almost nine out of 10 (88%) of those in a leadership position are confident that all staff are treated equally. However, for those that do not hold a leadership position this falls to 70%.
- 65 % of men feel confident that decisions around promotion are made without bias in their school, this falls to 57% for women.
I chat to Iona Jackson who is Head of Research at Edurio. She has 10 years of research experience across a variety of sectors, and now leads a team of education research specialists focusing on stakeholder feedback within schools.
Edurio is a leading provider of stakeholder feedback solutions to schools and multi-academy trusts. It works with over 100 trusts and 1,500 schools across the UK and internationally. Edurio has developed an advanced survey management and data visualisation platform for schools and multi-academy trusts as well as a research-based survey library. It covers topics such as staff retention, parental engagement as well as teaching and learning. The team designs surveys in partnership with academic experts and practitioners to address school management priorities and inspection requirements. Edurio publishes research, case studies and practical guidance on evidence-driven school improvement.
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