DEVELOPING A SENSE OF BELONGING
Sarah Alexander looks at how a diverse staff creates a wide range of role models to whom students can relate.
The problem
Diversity, Equity, and Inclusion (DEI) has gained significant attention globally. However, beyond the political discourse, the importance of a diverse staff in educational settings cannot be overstated, as staff diversity fosters a culture of belonging for students in a very real sense.
A personal anecdote highlights this issue: I recently met with a former student from the class of 2018, who expressed her desire to work in an international school. She believed her nationality would prevent her from pursuing this path, except in the role of a language teacher, which did not align with her ambitions. Without a range of role models in their lives artificial barriers for students can be created, impacting their career choices and sense of belonging.
The phrase “Maslow before Bloom” emphasises the need for belonging and identity before academic success can be achieved, and a diverse staff is crucial for this sense of belonging. While hiring the best candidate is key, it is equally vital to recognise and address unconscious biases in the recruitment processes, which may prevent the ‘best’ candidate from being hired.
According to Maslow’s hierarchy of needs, belonging is a fundamental human necessity that significantly influences students’ emotional and academic well-being. For students to thrive, they must feel included and valued in their educational environment. Inclusion should encompass all students and staff, not just a select type, in order to truly exemplify the point.
Understanding staff diversity
Staff diversity encompasses individuals from various backgrounds, traits, and characteristics. A diverse staff mirrors the identities and experiences of the student body, fostering an environment in which all students can see themselves represented. Nonetheless, it is essential to acknowledge that certain legal and visa restrictions may hinder the recruitment of potential staff with certain characteristics. I fall into this camp, and while it is a hard pill to swallow, living in a place where I cannot live my life fully would be a harder one.
Impact on student Identity and self-esteem
Students are more likely to experience a sense of belonging when they see their identities reflected in the school staff. Educators from diverse backgrounds can share their experiences (if permitted), allowing students to relate better and fostering positive self-images. This validation is especially important for marginalised groups, who may feel alienated in certain environments.
When staff members live authentically, it creates a sense of psychological safety for both students and staff. For instance, seeing educators who have overcome challenges such as dyslexia or ADHD can inspire students with similar issues, reinforcing their sense of belonging and reducing turnover among staff and students.
Role modelling and mentorship
A diverse staff provides a wider number of relatable role models for students. When students see educators with similar backgrounds to them, they are more likely to envision themselves in a wider variety of future roles, whether as academics, leaders, or professionals.
Mentorship opportunities arise from this diversity, guiding students through unique challenges related to their identities, while research indicates that students benefit from guidance in their first language, which might not be the prevailing language of instruction. During stressful times, having greater diversity on the staff might well allow for clearer conversations and better understanding when teachers are acting as mentors with their students.
Promoting equal treatment and fairness
Intentional staff diversity helps confront biases within the educational system. Diverse educators are often more sensitive to the needs of students from varied backgrounds, promoting fair treatment and equal opportunities. When students feel equitably treated, their connection to the school strengthens, which is crucial as international schools are experiencing a surge in students from their home countries.
Cultural competence and awareness
Diverse staff members bring wider cultural knowledge and experience into the classroom, enriching the lives of peers and students from different cultural perspectives. This cultural competence challenges stereotypes and fosters deeper understanding among students, promoting respect and appreciation for diversity.
Collaboration and team building
A diverse staff encourages collaboration and teamwork among educators, enriching the educational environment. Different backgrounds promote the sharing of a wider range of innovative teaching strategies to meet diverse student needs. Collaborative role-modelling is not lost on students, teaching them the importance of working together across differences and enhancing their social skills.
Enhancing academic performance
If greater diversity enhances a sense of belonging it will also impact academic success. A diverse staff, especially in international schools, is crucial for creating a supportive environment that enhances student motivation, engagement, and, from this, achievement. By addressing diverse learning styles, educators can significantly impact students’ academic performance while reinforcing their sense of belonging.
Addressing systemic issues
Staff diversity can also play a critical role in addressing systemic inequalities in education. A more diverse staff can advocate for policies that promote equity and inclusivity more effectively, dismantling barriers that perpetuate disadvantage. This advocacy fosters a school culture that prioritises belonging for every individual, ultimately helping students feel more connected to their school community.
Final takeaway
Going back to my anecdote, I am really pleased to share that my former student is now pursuing a Postgraduate Certificate in Education (PGCE) and is preparing to bring her experiences as a third culture kid to the educational field. As international student demographics evolve, it is essential to create an environment where all students can see people like themselves at school, fostering a sense of belonging that encourages self-actualisation and success.
Fostering staff diversity is therefore not just a matter of representation, it is fundamental to creating a supportive, inclusive, and thriving educational environment for all students.
Sarah Alexander is an educational leader with over 20 years of experience in British and international settings and an Associate with chk education. She has held key roles, including Whole-School Director for Enterprise, Curriculum Lead for IGCSE and IBDP, and Pastoral Lead.
For more about Sarah’s work, see:
Feature Image: by Gerd Altmann from Pixabay
Support Images: Getty Images For Unsplash+, & Gerd Altmann from Pixabay
