Our commitment to Diversity, Equality, Inclusion and Belonging

Pupils in our region bring a wealth of lived experiences, languages, cultures, identities and perspectives into our classrooms. When the adults teaching and supporting them represent this diversity, children benefit in powerful ways – from the sharing of different forms of social and cultural capital, countering racial stereotyping and promoting more positive social-emotional and behavioural outcomes. (Source: Ethnic Disparities in ITT Retention and Recruitment, NFER 2025) 

However, the gap between the diversity of our pupil population and the teaching workforce remains significant. For example, across England, in primary education, teachers of colour are significantly under-represented in comparison with the communities they serve. Teachers from an Asian background are under-represented by 58%, and teachers from a Black background are under-represented by 64%. (Source: NFER: Ethnic diversity in the teaching workforce: evidence review, 2024)  

However, teachers of colour are still significantly under-represented in our region with only 7.6% of teachers identifying as Asian, Black, Mixed or other non-white background. (Source: gov.uk Ethnicity Facts and Figures Service, 2025) As a socially progressive ITT provider, we believe that this is a disservice to our communities. 

Our schools serve families who represent local military communities, global majority backgrounds, a wide range of socioeconomic contexts, and children with an array of additional needs. To serve these communities well, our workforce must be equipped with the cultural competence, confidence and knowledge to create inclusive and equitable learning environments. Our trainee stories serve to illustrate the support we have given to a diverse range of trainees and can be found here. 

Portsmouth SCITT is proud to be at the forefront of breaking down the barriers to teacher training that exist for people from diverse backgrounds, including those from global majority ethnic groups. We have embraced and actively taken part in the 'Diversity in ITT’ project in partnership with  Being Luminary,  Chartered College of Teaching and Chiltern Learning Trust, funded by Mission 44. As part of this project, we have audited every aspect of marketing, recruitment and retention policies to ensure fair and equitable opportunity for all.  You can read more about our work in the project here.  

The report states that, ‘Interventions in ITT must be a priority because this is the career stage with the greatest losses of people of colour from the teaching workforce. The following strategies are recommended in the literature.’ (NFER: Ethnic diversity in the teaching workforce: evidence review, 2024)

At Portsmouth SCITT, we refer intentionally to global majority backgrounds rather than terminology such as people of colour or ethnic minority. These commonly used labels can reinforce what is known as deficit language – language that positions certain groups as “less than,” “other,” or outside the norm. Deficit language focuses on perceived shortcomings or differences, rather than recognising the strength, richness and value that individuals and communities bring.

We avoid such terminology because it does not reflect our values or the diverse realities of the communities we serve. Using global majority instead acknowledges that these groups make up most of the world’s population, shifts away from deficit-based framing, and better aligns with our commitment to language that affirms identity, dignity and belonging.

This evidence from the NFER reinforces our responsibility as a training provider. Knowing that trainees from global majority backgrounds are disproportionately lost at the initial teacher training stage strengthens our resolve to act intentionally, listen closely and ensure our systems, culture and partnerships actively promote belonging, equity and long-term retention.

We are proud to be part of a sector working collectively to improve diversity and representation across Initial Teacher Training. Click on each recommendation to see how it is shaping our actions and priorities.

 

Over the coming months and years, we will be:

• Refining our recruitment processes to reduce anxiety and increase transparency.

• Strengthening mentor training to ensure every trainee is supported by an informed, inclusive educator.

• Embedding more opportunities for trainees to discuss issues of identity, representation, and educational equity.

• Expanding our outreach so that more individuals from under-represented and marginalised groups consider teaching as a fulfilling and accessible career.

• Offering ‘third space’ coaching to trainees from global majority backgrounds where they can spend dedicated time with a coach with shared life experiences.

• Working with our course alumni to evaluate where we have been successful and where we can do more to support diversity.

We want Portsmouth SCITT to be a place where every aspiring teacher feels they belong - and where future generations of children can see themselves reflected in the adults who teach, lead and inspire them.