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Equality diversity and inclusion

Our commitment 

NAHT is dedicated to promoting equality for all its members, and this commitment is enshrined in NAHT’s constitution. 

NAHT’s work on equality is overseen by our diversity and inclusion group, a sub-committee of NAHT’s national executive.

NAHT’s role

Our equality, diversity and inclusion (EDI) work is centred around three aspects:

  1. Supporting our members as leaders: as school leaders, NAHT members are ideally positioned to create inclusive learning and working environments for all their pupils and staff, one which welcomes diversity and champions equality. NAHT’s role is to empower our members with the tools, knowledge, and confidence to do this effectively. 
     
  2. Supporting our members as individuals: we know members with certain protected characteristics face additional and/or specific challenges in their roles. As a Trade Union, our core purpose is protecting our members; whether proactively, for example campaigning to remove systemic inequities in the system, or reactively, aiding members who are experiencing particular issues in their workplace, through our representation and/or legal teams.
     
  3. As a democratic organisation: NAHT recognises that we are most effective in representing the views and needs of school leaders when we engage with all of our membership. We are therefore committed to ensuring our own democratic structures are inclusive and reflect the diversity of the educational professionals and learners that we serve.

NAHT’s equality networks

NAHT has three informal equality networks for members. These are led by members, for members.

Find out more about our networks, including how to join and planned meetings, by clicking on the links below. 

NAHT's EDI statements

Following a resolution at NAHT Annual Conference, we are developing a series of policy statements outlining NAHT’s views and commitments around equality, diversity and inclusion. These have been developed in conversations with NAHT’s equality networks, our diversity and inclusion group, and our national executive.

Click below to see our EDI statements:

Statements will continue to be reviewed and additional statements may be developed, as led by our membership.

Our statement of action and commitments on EDI in education for 2023/24

In September 2023, NAHT, alongside other key organisations working in the sector, outlined its new actions and commitments to help further equality, diversity and inclusion in education. Find out more and read our statement of action and commitments on EDI in education for 2023/24.

Resources

Advice and support

For more about the advice and guidance available from NAHT, along with resources to support members with EDI in their schools, see our EDI hub page.

TUC equality conferences

Every year, the TUC hosts a series of equality conferences that supplement the general work of TUC Congress. These conferences focus on supporting the advancement of issues that disproportionally impact minority groups. Find out more and how NAHT members can get involved.

Latest news and advice

NAHT comments on new TUC data for ‘disability pay gap day’

Commenting as the TUC release new data showing the impact of the pandemic on disabled workers, on the day they stop getting paid for the year compared to non-disabled employees – ‘disability pay gap day’ – Natalie Arnett, senior equalities officer for school leaders’ union NAHT, said:

“These figures are a clear reminder that when it comes to equality, we still have a long way to go. It is completely unacceptable that in 2021, analysis from the TUC finds that non-disabled workers are paid 16.5 per cent more a year than disabled workers. And it’s not just pay that’s an issue, but also engagement in the job market itself.

“It is important that children and young people do not experience unfair barriers to achieving future aspirations. We know, from the limited data we have, that there is significant underrepresentation of individuals with a disability working in education; the latest workforce data suggests only about 2% of the teaching profession have a disability compared to around 20% of people in the UK.

“There needs to be far better recognition of disabled people’s employment needs in order to effectively support them in the workplace. However, this must be underpinned by ensuring that those with disabilities are valued appropriately and equitably for the work that they do.

“In reality, the cultural shift required to properly support individuals with disabilities must start right from the beginning and that means starting with children and young people. If the government are serious about addressing the issues of inequality, they must urgently publish the findings of their SEND review and commit the money needed to address the SEND crisis in schools. It is unacceptable that two years on from starting the review, the government has still not taken any action.”

First published 09 November 2021
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