Classroom Diversity Techniques

Open Letter to all D&I professionals: if you’re not bringing socioeconomic background into your work, then you’re failing at your job. When we have conversations about diversity in isolation of socioeconomic background, the opportunities that arise from them typically skew towards the already privileged, i.e. - privileged women - privileged people of colour - privileged people from the LGBTQ+ community, etc. In the UK, black working-class professionals have earnings that are £6000 LESS than privileged black professionals in the same set of jobs 🤯 & this occurs when a persons education, the hours they work, and their level of experience, are taken into account, meaning that the pay-gap can’t be explained away by conventional indicators of ‘merit’ 🤔 If we want to have ENDURING impact on equality and diversity we HAVE to start looking at socioeconomic background. Class cuts through all areas of diversity in a way that other diversity characteristics can’t. It’s because of this that I KNOW we can’t make significant progress on diversity until we bring socioeconomic background to the TOP of the D&I agenda 📈 What do you think? 👇🏾 #SocialMobility #PayGaps #MadFactMondays ------- Hey 👋🏾 I’m Gary, Co-Founder of Tangent. Every Monday I share a “Mad Fact” about socioeconomic background. If you like this content, repost ♻️ it & follow me to catch the next one next week!

"The curriculum was never neutral—it was just never built for us." Black children walk into classrooms and immediately begin the work of code-switching, translating, suppressing, and surviving. White children walk in and see themselves— in the books, in the language, in the heroes, in the holidays, in the classroom norms. They are not just learning content—they are absorbing validation. What Happens in the Brain? The brain latches onto familiarity to process new information. That means: Relevance = retention Cultural connection = cognitive ease Representation = emotional safety Without these, cognitive load skyrockets—and learning stalls. Culture Fuels Comprehension Research shows that culturally responsive pedagogy: Increases reading comprehension Activates prior knowledge more efficiently Enhances motivation and attention Supports metacognition and critical thinking The Real Problem? We keep trying to close the reading gap with instruction, while ignoring the cultural gap baked into the curriculum. “You cannot separate literacy from identity. If students don’t see themselves, they don’t see the point.” —Dr. Gwendolyn Battle Lavert

“Inclusion” without disability is still exclusion. (You don’t have to hate disabled people to be ableist) You just have to: - ignore disability in your policies & DEI strategy - treat ADA compliance as your only finish line - forget to budget for needed accommodations - hire for “culture fit” but avoid disabled talent Ableism doesn’t always sound like hate. In fact, ableism is usually just silence. Silence around underrepresentatuon Silence around reasonable accommodations Silence around stigma & bias toward disability That’s what this iceberg shows. Above the surface: good intentions. Below the surface: harmful inaction. As a person with a visible & invisible disability, I get frustrated for a few reasons but the main issue? Disability inclusion isn’t charity. There’s a clear business case for disability inclusion. Companies that lean into disability inclusion earn: 28% higher revenue 30% higher profit margins Still, 90% of companies claim to prioritize diversity but only 4% include disability in their DEI efforts. The human case is there. The business case is there. So what’s missing? Change. But what does real change look like? It’s not just a wheelchair icon or checking a box. It’s: - listening to disabled voices - auditing ableist hiring practices - measuring equity, not just optics - hiring/promoting disabled leaders - funding reasonable accommodations Ableism is the iceberg. Don’t let your culture sink with it. ♻️ Share so we can end ableism #DisabilityInclusion #EndAbleism #InclusiveLeadership #AccessibilityMatters #EquityInAction [image description: A graphic on a tan background that shows an iceberg in the middle. The title says the ableism iceberg and above the water is six statements: everyone is included, we don’t discriminate, disability imagery, ADA compliant, disability ERG, inclusion matters. Below the water it says what’s missing: no disabled bleeders, systemic in accessibility, ableist policies, ablest hiring process, invisible disability bias, neurodivergent erasure, no accommodations budget.]

Do you believe in connection over curriculum? then here’s a list of ten simple, heartfelt, and holistic ways to show children that you care in your classroom: - Acknowledge them as soon as they enter: Greet each child with a warm smile or a kind word to let them know they are seen and valued. - Listen when they want to tell you something: Give them your full attention and don’t interrupt until they’ve finished speaking. - Involve them in decision-making: Their ideas are valid and worth considering, so include them in classroom choices. - Celebrate their efforts, not just their achievements: Recognise the hard work and dedication they put into tasks, no matter the outcome. - Show interest in their lives outside of school: Ask about their hobbies, family, or things they enjoy doing, and remember to follow up. - Create a safe space for their emotions: Let them know it’s okay to express their feelings and that you’re there to support them, whether they’re happy, sad, or anything in between. - Personalise your interactions: Use their names often and remember small details about them, like their favourite colour or what they’re excited about. - Share stories of your own experiences: Let them see that you’re human too, with your own challenges and joys. This creates a bond of mutual understanding. - Encourage peer support and kindness: Foster a classroom culture where children look out for one another and celebrate each other’s successes. - Be patient and understanding: Show them that it’s okay to make mistakes and that you’re there to guide them through challenges with compassion. Academic achievements and raising the bar of education often begin with the connections we build with those in our care. When the connection is strong, learning naturally follows. #education #school #teacher #teaching #school #montessori

🇬🇧 One of the most refreshing things about my years doing #inclusion and #diversity work in the UK was how the country seemed more welcoming to discussions around class #privilege than any other I've worked in. 🇧🇷 Coming from a country with deeply seated socioeconomic disparities anchored in its troubling colonial past, it means a lot to me to honour how such kind of power dynamic can manifest in the workplace – and this Financial Times articles does the topic justice by highlighting the urgency to centre equity work on it. 💰 In a world where money is royal, it shouldn't come as a surprise that – according to a recent Progress Together study of nearly 150,000 financial services staff – socio-economic background is presented as a greater block to career progression than #gender and #ethnicity. Similar research involving 16,500 KPMG employees showed staff from lower socio-economic backgrounds took nearly a 20% longer to progress to the next level of seniority than affluent peers. Unsurprisingly, working-class #women can suffer a double disadvantage – highlighting the importance to take a look at the matter with a eye on #intersectionality. 🤷🏽♂️ And all this is NOT for a lack of talent: a 2018 study of early career lawyers found more state school-educated trainees received the highest performance ratings than those who attended private school. Yup. 🧠 What's to be blamed, then? Many argue it's affinity #bias: the tendency to look for (and like) those who resemble the decision-makers. Because organisations tend to historically and structurally be set up by and for people from affluent backgrounds, they end up – consciously or unconsciously – favouring those with similar life stories. 🤔 Would #UnconsciousBias training solve for that? Not solely. That calls for a more holistic approach to break down the barriers for career advancement – in your experience, what could be effective here?

Our schools teach us a lot, from maths to history. But how well do they teach us about diversity and the value of different cultures? Many educational programmes around the world still miss out on sharing the full spectrum of global histories and cultures. This gap doesn't just limit knowledge; it also limits understanding and acceptance. So, what steps can we take to make our classrooms more inclusive from the start? 1) Diversifying Reading Materials: Instead of confining reading lists to traditional Western authors, why not introduce students to literary gems from Africa, Asia, and Latin America? Exploring varied narratives allows students to appreciate the richness of global cultures. 2) Teacher Training: Before educators can impart values of diversity and inclusion, they themselves need to be equipped. Regular workshops addressing unconscious biases and strategies for fostering inclusive classrooms can be transformative. 3) Incorporate Global Histories: Instead of a Eurocentric approach, curriculums could weave in histories from different continents, highlighting achievements, struggles, and contributions that shaped the modern world. The benefits of such early D&I interventions are manifold. Students exposed to diverse perspectives tend to be more empathetic, open-minded, and adaptable. They're better equipped to navigate our increasingly interconnected world, fostering environments of mutual respect and collaboration. Imagine a world where every classroom becomes a vibrant tapestry of ideas, histories, and cultures. A place where every student sees a reflection of themselves and also learns to value the reflections of others. Isn't that a future worth striving for? How can we, as stakeholders in education, take actionable steps towards that vision today? For those keen on delving further into the intricacies of early D&I strategies in education, I've linked a seminal article that offers both insights and actionable steps. You'll find it in the comments below. Let's shape the future, one inclusive classroom at a time. #Education #Diversity

You don’t stop being disabled when conference or event sessions end, so why do so many organisers forget about inclusion at conference dinners and networking events? It’s great to see more events offering sign language interpreters, quiet rooms, and accessible seating during the main agenda. But what about during the coffee breaks? The networking dinner? The drinks at the end? If those adjustments vanish the moment the keynote’s over, it’s not inclusion – it’s performance. Disabled people don’t just attend the content. We build relationships, grab lunch, join the side conversations. And if those moments aren’t accessible, we’re being excluded from the most valuable parts of the day. Having sign language interpreters available throughout all event elements; keeping quiet rooms open; offering seated areas during networking; telling people food and drink menus in advance; offering sighted assistance for intros; having portable hearing loops in place; or providing enetworking options. These are all things you can do to show you actually want to host an inclusive event in full, not just meet minimum requirements. Inclusion isn’t a scheduled item. It’s a commitment. #DisabilityInclusion #Disability #DisabilityEmployment #Adjustments #DiversityAndInclusion #Content

There have been some conversations and debates recently about empathy among professors, which I believe were spurred by a post by Anya Rao. Many professors took it quite personally, and posted about how it is difficult to be empathic when students don't coordinate. I agree with that. Students can often be inconsiderate and take their professors for a ride. It also doesn't help that professors also work in a stressful and competitive environment. However, being empathic is still a choice professors can make. It's not just about extending deadlines for submissions. It's about realising that not all students have the same privilege and that each has their own baggage to carry, and making specific accommodations based on that. Not everyone stays close to campus, and some students have to travel 10-15 km by public transport to attend classes. Understanding that fact and being harsh on them for being late to an early morning class is a very basic way of practicing empathy. I was on antidepressants for some time in my first year UG. The meds would make me extremely sleepy. Not the groggy kind of sleepy, but the "can't keep my head up and I'd crash" kind of sleepy. I approached my class teacher and HoD about this, and they allowed me to take small naps in class whenever it got too bad. That was some display of empathy. Empathy is about seeing students as adult human beings instead of inferior subordinates. Let them make their own decisions, but let them know what consequences their decision holds. I always tell my students the consequences of submitting assignments late, or not submitting them at all, without any reason, and then let them take the call on what they have to do. As professors, we are facilitators, not teachers. Our job is to guide the students, not to tell them what they should be doing. Empathy is also about being approachable instead of being cold and insulting. It's about being warm enough so that the students don't feel difficult to approach you when they are in some trouble or to seek guidance. I know there would be contrary views, and that's fine. What I believe about being a professor has been formed through the experiences I had with my professors, who were some of the most warm, caring, and empathic people I've ever seen. For me, it's about giving back what I had received. What do you think about empathy among professors? What was your experience with your professors like? ~~~~~~~~~~ #professor #teaching #education #empathy #mentalhealth

🚨 Why Your Smartest Team Members Might Be Staying Silent And What Inclusive Leaders Do Differently Ever noticed a brilliant team member staying quiet in meetings or avoiding eye contact during discussions? You’re not alone—and you’re not imagining it. In multicultural teams, these behaviors are often misread. But they’re rarely about disinterest or lack of confidence. More often, they reflect deep cultural values or concerns about psychological safety. 🧭 But here's the truth: misinterpreting silence or indirect communication can cost your team big—missed insights, lost engagement, and eroded trust. So, what can inclusive, culturally competent leaders do? 🔹 Establish shared communication norms early. Don’t assume everyone shares the same idea of what “good participation” looks like. Talk openly about expectations around eye contact, feedback, and decision-making across cultures. It builds understanding from day one. 🔹 Rotate leadership roles in meetings. Give team members a structured way to lead parts of the conversation. This lowers perceived hierarchy and empowers quieter voices to take the lead—without needing to fight for airtime. 🔹 Offer multiple channels for input. Not everyone thrives in live discussions. Use chat, shared docs, or anonymous tools to gather feedback. It levels the playing field for multilingual, neurodiverse, and introverted team members. 🔹 Check in one-on-one. Private conversations create safety. They invite reflection and reveal ideas that might never surface in group settings. They also show your team that every voice matters—even if it's quiet. 🔹 Model inclusive behaviors. Leaders set the tone. Be the first to admit you don’t have all the answers. Invite dissent. Acknowledge every contribution—spoken or written—with appreciation. Inclusion starts with what you normalize. 🔹 Invest in cultural competence. Learning how culture shapes communication isn’t optional anymore. It’s essential. The more you understand, the better equipped you are to lead with clarity, empathy, and impact. 💡 When you embrace these strategies, you don't just create safer spaces—you unlock hidden potential in your global team. 📞 Ready to explore how to apply these strategies in your own team? 👉 Book your FREE Cultural Clarity Call—you’ll find the link in my profile banner. Let’s turn silence into insight, and difference into strength. #masteringculturaldifferences #communicationstyles #powerdistance #inclusiveleadership #globalteams

Hiring Teams, we need to talk... Don’t Fear Disabled People Most of the training you’ve had probably focuses on the risks, what happens if you discriminate or fail to provide accommodations. We get it, that’s important. But training should be about more than just avoiding legal trouble. We’re just like everyone else, we have needs. The difference? Our needs are rarely accounted for, so sometimes we have to ask for support. Don’t Judge a CV by Its Gaps Short employment periods or career gaps don’t mean someone is less capable or hardworking. For Disabled people, securing and keeping a job isn’t easy. We often lack the support we need, leaving us to struggle. Instead of assuming, just ask. With the right tools, we thrive. But that starts with understanding. You Don’t Need to Reassure Us If we disclose our disability, don’t say: “You don’t look disabled.” “I wouldn’t have known.” “You don’t seem it.” Disability is diverse, there’s no one way to be Disabled. If we choose to self-identify, the best response is simple: “Thank you for sharing. Is there anything we can do to make this process accessible for you?” Accessibility Isn’t a ‘Nice to Have’ Stop treating accessibility as an extra or a favour. It’s not about being ‘nice’, it’s about making sure everyone has a fair chance. If your hiring process isn’t accessible, you’re not just making it harder for Disabled candidates—you’re missing out on talent. Repeat after me, Accessibility Isn’t a ‘Nice to Have’, It’s Essential. Listen to Disabled Candidates We don’t need assumptions, we need action. If a Disabled candidate tells you what support they need, believe them. They know their own needs better than anyone else. Ask, listen, and follow through. It’s that simple. Inclusion Doesn’t Stop at Hiring Getting the job is one thing, keeping it is another. Don’t hire Disabled people just to tick a box. Ensure they have ongoing support, career progression, and the same opportunities as everyone else. Because real inclusion is about more than just getting through the door. Thanks for coming to my Ted Talk Carousel Description: A Disabled by Society carousel. Each slide is set on an off-black background with white text, and bright colours of blue, pink, orange, yellow, purple, and green are used throughout the deck. The opening and closing slides feature shapes in the same bright colours, along with stick people representing both visible and non-visible disabilities. The text above is the text from the slides. #WednesdayWisdom #DisabledBySociety #DisabilityInclusion #NationalCareersWeek