#LGBTed: Diversity, Equality and Inclusion

This weekend sees the official launch of the latest grassroots diversity network, #LGBTEd, co-founded by Hannah Jepson and Daniel Gray, in collaboration with Claire Birkenshaw and building on the legacy  of David Weston.

#WomenEd is in its 4th year and #BAMEed is going into its 2nd year. Both have created momentum with the nationwide discussions about diversity, equality and inclusion. #LGBTed joined us at the Diverse Educators event in January along with #DisabilityEd. We believe it was one of the first events in the country to address the intersectionality of our identity.


I am proud to have supported #LGBTed in initiating this much needed next step in our shared vision and collective journey to make our schools more inclusive, to ensure that our schools are safe spaces for all of our students and for all of our staff.

Moreover to model the fact that edu events can have diverse line ups and panels. That there are educators and experts who can represent #BAMEed #WomenEd #DisabilityEd and #LGBTed. That there really is no excuse for a manel!


One of my Deputy Headteachers, Bennie Kara, delivered a cracking closing keynote at Diverse Educators I on ‘wearing all the labels’. She asked us to not to tuck her labels in for her. The metaphor of wearing multiple hats and having multiple labels sticking out extended throughout her anecdotes which were heart warming and uplifting but also a reality check.

As an Asian, bisexual woman Bennie has taught me a lot about the true meaning of diversity.  Before she started at Aureus she asked me if she was allowed to be openly out. I was shocked that she felt like she needed to ask my permission for this, she explained that you cannot ever assume as even the most liberal leaders had recommended to her in her career that it was best to keep these things private. I had to check my straight white privilege.

Discussing some students who were vulnerable to homophobia in our first term, she educated me once more on the fact that gender and race are generally, what you see is what you get, but with sexuality you need to out yourself in each new connection/ conversation. I had to check my straight white privilege once again.

I consider myself to be very open, liberal, empathetic and supportive of people from diverse backgrounds, but how much did/do I truly understand about the experiences of others?

I attended the Educate and Celebrate school leaders training day in the Autumn term to develop my understanding and awareness. It was my 2nd encounter with Dr Elly Barnes who is an inspiring  facilitator. I booked her to join us at our whole staff INSET in January to kick start our 2nd term. She was just what we needed to take our diversity and equality vision forwards.


All of my teaching staff and the operations team at Aureus have been recruited through a values-led approach. I made it clear from the outset that my non-negotiables were to have Diversity, Equality and Wellbeing as 3 of our core values so all of my team are on board with this, but I was still pleasantly surprised at the reception, reflection and discussion in our LGBT+ training session. There were staff who I thought may struggle, who may get uncomfortable with some of the activities, but instead I saw a real commitment from everyone on the team to tackle prejudice and discrimination.


In the Spring Term we launched our Prejudice Log. Yes, it is mandatory to report on racism and homophobia, but we also log incidents involving the other protected characteristics. In our opinion there is not a hierarchy of which discrimination is palatable, and which is not.

As February approached, Love was our value of the month. I knew I wanted to tackle the low level homophobic comments in a formal way, so I planned an assembly on ‘Love Without Labels’ using the video that Elly had shared with the staff. I did wonder how our students would react, whether there would be a ripple across the assembly hall or uncomfortable shifting in the seat but there was not.  I checked my white straight privilege yet again.

I reminded myself that I was not outing myself, I was vocalising my advocacy for celebrating difference and accepting one another.


Yet, despite our values, our assemblies and our reflections. Despite our Educate and Celebrate posters in every room and despite high profile challenge of inappropriate language the explicit homophobic comments continued. I had lost count of the homophobic incidents  I had investigated and sanctioned.

Bennie came to my office one day in a contemplative mood and said: “I think it is time”. Time for what? I queried, was I late for gate duty again? “I think it is time I did my coming out assembly. They need to know that their words are hurting people in our community, that their words are hurting me”. I nodded in agreement. I checked her slides, I sent her a vote of confidence and I reassured her that it would be okay.

Bennie delivered one of those assemblies that I will never forget. An assembly that the staff will talk about in the future. An assembly that the students went home and told their parents about. I couldn’t look at her as she presented as I knew my emotions would come pouring out. My heart was swelling with pride and respect for her.  I  could hear the hesitation in her voice at points as she carefully chose her words to ensure that they landed correctly. I knew that she felt the responsibility that she bore for the students in the room this would affect in the future.


We did not receive a single complaint, instead Bennie received positive feedback from students and their parents about her courage. Encouragement from parents we did not expect to hear from. It seems that we under-estimated not only our staff, our students but our wider community too.

So that is why I will support the #LGBTed community each step on their journey:

Not all staff feel supported to share their personal stories. Not all audiences will be as open and accepting. Not all communities will be as supportive. Not all students will know that they are in a safe space where they can explore their full selves and grow in confidence in who they are. Not all schools have #LGBTed who are prepared to make themselves this vulnerable for the benefit of the wider LGBT+ community.

I wish everyone at #LGBTed this Saturday a brilliant day of connecting, collaborating and cheering one another along. I will be following & supporting from twitter. I am sure the event will be as special as the launch of #womened & the energy in the room will be as palpable.

Hannah, The Hopeful Headteacher

Currently feeling hopeful about:

  • The change that #LGBTed will bring to our schools for our staff and for our students

Currently reading and thinking about:

  • The Working Class  – Ian Gilbert et al

Currently feeling grateful for:

  • Having a brilliant diverse team at Aureus who are passionate about inclusion for all
  • Having a diverse PLN of inspiring changemakers!

Supporting Twice Exceptional Students: Closing the Gaps in Our Own Learning

Dual Exceptionality or Twice Exceptional  (2e for short) students was a learning difference, a learner’s identity, a learning label I became aware of, and interested in, when I was the G&T Lead for our school and then our MAT nearly a decade ago.

“Twice exceptional or 2e is a term used to describe students who are both intellectually gifted (as determined by an accepted standardized assessment) and learning disabled, which includes students with dyslexia”.

“Twice exceptional (or 2E students) are sometimes also referred to as double labelled, or having dual exceptionality. These are gifted students whose performance is impaired, or high potential is masked, by a specific learning disability, physical impairment, disorder, or condition. They may experience extreme difficulty in developing their giftedness into talent”.

I cannot remember receiving much training on SEND in my PGCE. My understanding of inclusion has evolved through self-directed learning and reading over the years. When I did a key note for Driver Youth Trust last year I reflected on the fact that as an English teacher: why I have never received any training on phonics?

Moreover, at the inaugural Chartered College of Teaching event last year, Professor Tanya Byron gave us a whistle stop session on Clinical Psychology – neuro development is another gap in my training as an educator and a school leader.

So this is a disclaimer  – this blog is my musings, my reflections, my processing of information to make sense of my school leadership. I am “a Jill of all trades and a mistress of none!”


My ‘Why’ for finding out more and for understanding 2e?

When I was a Middle Leader, many years ago, we had a student, Student X, who was extremely bright. He aced every subject in Key Stage 3, and was listed as Gifted across the board. Student X was a model student, if a little aloof as he found it hard to socially connect with his peers. At the end of Year 9 Student X was withdrawn by his parents to attend a private school on a scholarship.  We were meeting his needs, he was making excellent progress, but he was an aspiring musician and the school had an enrichment offer we could not compete with.  Student X achieved well at GCSE and A Level, he went on to start at Cambridge. However, the academic and social pressures became too much. I am sad to say that Student X’s mental health deteriorated and  he became a victim of male suicide. Our school community were understandably shocked when we found out the news, 5 years after he had left us at the end of KS3.


8 years later I find myself supporting a student with similar characteristics. Student Y is a highly articulate young man who is bright, but unlike Student X, behaviour of Student Y is not always of the model student.  Student Y has the capacity to be the role model we know he has the potential to be. Student Y  is a brilliant leader, when he chooses to be, but he finds that he compromises himself a lot as he has an impulsive side to his personality. Student Y was  not diagnosed by his primary school as having SEND. Student Y has had mental ill health concerns at primary and was supported by P-CAMHs. Student Y is a Shepherd, and we have discussed the responsibility he has as a natural leader, to guide his flock of followers to safety, not to danger.  I am concerned about Student Y, I am working closely with him, his Mum and his Dad. I see the confusion on his face, the stress in his hands as he tries to make sense of who he is, as he tries to process his neuro divergent thoughts. At the same time, I have Student X sat on my shoulder, reminding me what happens when the system fails you as a bright young man with complex learning needs.


I am not saying that all twice exceptional students have mental health issues, but I am making connections between the handful of students I have taught who are sat at the middle of the Venn Diagram intersections within the Reuleaux triangle, who have a complex overlap of different labels to navigate. I want to add a 3rd circle to this diagram for mental (ill) health and learn more about the intersections of each.

2e 4


So ‘What’ are the characteristics of 2e students?

  • Superior oral vocabulary
  • Advanced ideas and opinions
  • High levels of creativity and problem-solving ability
  • Extremely curious, imaginative, and questioning
  • Discrepant verbal and performance skills
  • Clear peaks and valleys in cognitive test profile
  • Wide range of interests not related to school
  • Specific talent or consuming interest area
  • Sophisticated sense of humor



And ‘how’ do we identify, instruct, differentiate for and nurture 2e students? 

Below I have shared 4 articles that Vargini shared with me from the Imperial College 2e in STEM research project. I have lifted the key message that resonated with me from each:

Identifying 2e Students

  1. Students first identified as gifted who later show indicators of a specific disability area.
  2. Students identified as having a specific learning disability and who also show  outstanding talent in one or more areas.
  3. Students who may appear average or underachieving because the disability area masks any manifestation of giftedness.

Instructing 2e students

“Students who have both gifts and learning disabilities require a “dually differentiated program”: one that nurtures gifts and talents while providing appropriate instruction, accommodations, and other services for treating learning weaknesses. Unfortunately, research- based, well-defined, and prescribed practices for the 2e student with dyslexia are hard to find, and current practices vary widely.

Instruction for 2e students should be designed to develop higher-level cognitive functioning, or for their challenges–to develop basic skills (e.g. handwriting, reading, spelling, written expression, math computation). Otherwise, these students may be labeled average students or underachievers who simply need “to try harder.”

Supporting 2e Students

“Twice exceptional children don’t fully fit into either the traditional special needs or traditional gifted categories, so schools and teachers often do not know what to do with them, even assuming the child has been identified. This puts them at high risk of slipping between the cracks, and, purely due to poor fit, being unintentionally excluded from the school system”.

Nurturing 2e Students

“Even with a strong program which provides for both exceptionalities, these students will still encounter negative emotions and setbacks. They need an active support system to access during these times, to talk openly about their feelings, and to problem solve about getting beyond the emotions in a given situation. This support can take place in informal discussions with teachers, parents, or peers; or it may demand more formal situations such as individual counseling for mild issues and, perhaps, therapy for deeper or high impact issues”.

I am also going to add this article link from Dr Adam Boddison CEO NASEN:

Flashes of Brilliance

“It is not always easy to identify children with DME because their abilities can mask their needs just as their needs mask their abilities, so they can appear to be ‘average with flashes of brilliance’. In many classrooms these children may appear to be an average child, but the reality is that their needs are not being met and their potential is not being realised”.

Plus a Youtube link to Dr Stephen Hawkins talking about DME here.

My reading around neurodiversity is clearly in its infancy. I will be working with our Inclusion Leader Amjad, our More Able lead Bennie, our Mental Health lead Julie and the student/ his parents this term. We will work in partnership to support the learning needs of Student Y to ensure that he gets the assessments and interventions that he needs to support his neurodivergent thinking. Hopefully a coordinated approach by all of us will ensure that both the disability and the ability are addressed, whilst supporting his mental health.


Hannah, The Hopeful Headteacher

Currently feeling hopeful about:

  • Understanding more about how to support our students
  • The research that Imperial College are doing around 2e students in STEM subjects

Currently reading and thinking about:

Currently feeling grateful for:

  • Vargini Ledchumykanthan  – thank you so much for your help via twitter and email for the links on the reading and research into 2e students