Within this article we will explain what the Equality Act 2010 is and why it was introduced. We’ll also outline different types of discrimination, the nine protected characteristics and the ways in which the Act aims to empower individuals.

What is the Equality Act 2010?

The Equality Act was put in place on 1 October 2010 to ensure people and their rights are lawfully protected from discrimination. Its purpose is to create a fairer society and one that further promotes equal opportunities for all. All workplaces must comply with the Equality Act by law and so it is important to understand what actions and treatment are seen as unfair, which characteristics are protected and ensure an inclusive, diverse, respectful and equal culture is promoted at all times. 

There were previously many anti-discrimination laws already in place, however, these are now covered under this one Act, making the information covered within this legal framework much easier to understand. Of the original 116 pieces of legislation now combined within this Act, some of the main ones include the:

• Equal Pay Act 1970.
• Disability Discrimination Act 1995.
• Sex Discrimination Act 1975.
• Race Relations Act 1976.
• Equality Act (Sexual Orientation) Regulations 2007.
• Employment Equality (Religion or Belief) Regulations 2003.

The update in legislation also allowed for better definition and an increase in lawful protection against discrimination in certain circumstances. The Act sets out the different ways a person or groups can be discriminated against, how the law protects against discrimination at work and which characteristics are protected under the Act. We will look at these particular characteristics in more detail in the next section.

Want to Learn More?

Not only is it a legal requirement, but it is also vital that we each play our part, both as individuals and as an employer, in promoting an equal, inclusive and just society for all. Why not take a look at our Equality, Diversity and Inclusion Training Course to increase your knowledge and gain further insights into the topic.

What are the Nine Protected Characteristics of the Equality Act?

Protection against discrimination is not just applicable to working environments – a person is also protected in education, as a consumer, when buying public services, when buying or renting a property and as a member or guest of a private club or association. As well as understanding where a person should be protected, the nine protected characteristics (previously known as grounds) provide clarification on who is protected under equality legislation.

Each of the characteristics are viewed equally; there is no one protected characteristic that could be considered more important than another. It is also important to remember that everyone experiences discrimination differently and for those who possess several of these characteristics, they may be at an increased risk of discrimination and unfair treatment.

The nine protected characteristics are:

• Age.
• Disability.
• Gender reassignment.
• Marriage and civil partnership.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation.

From the characteristics listed above, you may want to think about if you have ever been discriminated against yourself and for which characteristic? Or, have you ever treated someone unfairly because they possessed different characteristics to you? Sometimes we can be guilty of making snap judgments about someone, and the reasons for this often come from our background, society and culture, stereotypes, and the media’s influence. 

To learn more about how and why we can be influenced in this way, take a look at our Unconscious Bias Training Course. 

In the following section we will look at what forms discrimination can take and in what kind of circumstances it may be appropriate.

Why Was the Equality Act 2010 Introduced?

The Equality Act 2010 was introduced to create one single legal framework for protecting the rights of equal opportunity and against unlawful discrimination, harassment and victimisation based on someone’s personal, protected characteristics. 

The Act states that discrimination can come in any one of the following forms:

Direct discrimination – treating those with a protected characteristic differently to those without. This means treating them less favourably or unlawfully. 

Indirect discrimination – having rules, policies or procedures in place that inadvertently place someone with a protected characteristic at an unfair disadvantage to everyone else.

Harassment – treating those with a protected characteristic in a way that is undignified and subjecting them to behaviour that creates an unpleasant and offensive environment. 

Victimisation – treating someone who complains about discrimination or harassment in an unfair way.

Associative discrimination – treating someone less favourably because of a protected characteristic of someone they are associated with, such as a family member or a partner.

Perceptive discrimination – treating someone unfavourably or unlawfully because it is assumed that they possess a protected characteristic. This applies whether the assumption about the person is true or not.

Discrimination in the Workplace

A person can be affected by discrimination in many ways at work, such as receiving unjustified differences in pay or unequal access to training and promotion opportunities. Understanding the ways discrimination can occur can help to prevent it.

Whilst all employees are legally protected from inequality in the workplace, there may be certain justifiable situations where discriminating against a person or groups of people can be lawful. For example, the reason behind discrimination in the following circumstances could be justified and therefore lawful:

• If a highly skilled job required a set number of years experience to ensure the appropriate health and safety standard was met, a woman who was unable to meet that criteria due to the time she required off when having children could, on the surface, appear to be indirect discrimination.

• A Sikh who was banned from wearing a kirpan (ceremonial dagger) whilst working in a high-security mental health facility could be seen to be discriminated against due to their religious beliefs. However, this again could be justified as wearing such an item could pose a serious risk to health and safety. 

• Finally, a job role that requires tests to determine a high level of fitness and strength, may employ a younger demographic of people based on their results. This could be seen as age-related discrimination, but the nature of the role may be able to justify such recruitment. 

In the majority of cases, however, discrimination is not lawful and all organisations should embrace and empower equality, diversity and inclusion and promote inclusive communication in the workplace. 

How Does the Equality Act Empower Individuals?

As with all legislations, the very nature of having legal protection can empower people to embrace their rights. In the case of the Equality Act, it can help give people the confidence to be their full selves, not accept unfair treatment and to feel more in control of their own lives and choices.

Knowing you cannot be refused, ill-treated or rejected because you possess certain characteristics can embolden people to see themselves as an equal, ask more questions, take on new challenges and seek out a wider range of opportunities. Having robust equality, diversity and inclusion policies in the workplace is an excellent way for a business to show its support for such individuals. 

It is important to remember that we can all too easily become disconnected from the meaning behind protected characteristics. When we talk of being treated equally and not discriminated against because of them, we should remember that these characteristics stand for who a person is, who they choose to love and what they believe in.

Everyone has the right to be true to themselves, live authentically and be free from judgement and penalty both in their personal and professional lives. The Equality Act aims to protect and empower individuals for these reasons. 

The impact of the Act can be far reaching and not only promotes dignified and anti-discriminatory practices within the workplace for those in employment, but it also encourages organisations to take positive action to actively seek out and employ qualified individuals who have certain protected characteristics. This kind of action is legal if it meets certain criteria, particularly in cases where there is underrepresentation within the business. 

This in itself empowers individuals, as it increases opportunities for employment and personal and professional development. In cases where training is offered to help those with a protected characteristic develop, this shows a proactive approach and positive action to empower them and to help them overcome any disadvantages they may face compared to other employees. 

We are all individuals and in modern society there is a greater need for more inclusive communications and diversity in our workplaces and within our communities. The Equality Act 2010 offers lawful protection against discrimination based on protected characteristics and aims to empower individuals and foster a more equal and fair society. We all have a part to play in making this a reality for all. 

Further Resources:

• Equality, Diversity & Inclusion Training
• Equality, Diversity and Inclusion Policies in the Workplace: Free Template
• How to Promote Equality, Diversity and Inclusion in the Workplace
• Equality & Diversity Quiz

The post What is the Equality Act 2010 and Why is it Important? appeared first on The Hub | High Speed Training.

What is Equality, Diversity and Inclusion in the Workplace?

Whilst equality, diversity and inclusion are closely related, and often discussed as a single concept, it is useful to consider the individual terms and their meanings.

• Equality – means that everyone is treated the same, is treated fairly and has the same opportunities. Equity is slightly different from equality in that it recognises that each person has different circumstances. This means that varying types or levels of support might be required, depending on individual need, to take full advantage of equal opportunities. 
• Diversity – means recognising, respecting and welcoming everyone’s different backgrounds, identities and experiences. Promoting diversity celebrates people’s differences and uniqueness.
• Inclusion – means that everyone is encouraged to retain their uniqueness, they aren’t singled out for being different or expected to conform in any way, and have a sense of belonging and being valued.

Inclusion, importantly, goes a step further than diversity. For example, a company could claim to be ‘diverse’ based on the numbers of staff who meet a certain criteria. However, if an organisation is truly inclusive, then they ensure that every member of that diverse community feels valued and included. 

Equality, Diversity and Inclusion in the Workplace Examples

Keeping those key terms in mind, here are some examples of how these might apply in a workplace setting:

Equality/Equity – Making sure that company processes and procedures do not discriminate against any individual or group.  This runs throughout an individual’s employment journey and could include anything from the wording of job roles – for example, using ‘supervisor’, which carries no gender implications, rather than ‘foreman’ – to providing British Sign Language interpreters at whole-company presentations. 

Diversity – Actively welcoming differences in the workforce and valuing the contributions that come from those differences. For example, building awareness and celebrating those differences through things such as marking Pride Month or Menopause Awareness Week can help to promote an appreciation of diversity within your workplace. (However, care must be taken – awareness days, weeks or months can be powerful tools to help promote diversity but they should be part of a culture of inclusion – not an annual tick box activity.) If you are looking to learn more about menopause awareness, why not take a look at our article: How to Provide Menopause Support in the Workplace.

Inclusion – Ensuring that consideration is given to all aspects of the company culture to make sure everyone is included. For example, organising a team-building activity in the top floor VIP room at a bar for 4pm on a Friday evening could potentially exclude team members with particular religious beliefs, those with caring responsibilities, with physical disabilities or neurodivergent employees. 

Equality, diversity and inclusion should be embedded in the workplace, regardless of the size of the organisation. How that will look in practice will depend on the particular company. There is no ‘one-size-fits-all’ approach to E,D&I in the workplace, but we will explore some key areas that should be considered when trying to improve E,D&I in your organisation.

Why is Equality, Diversity and Inclusion Important in the Workplace?

Whilst progress has been made towards equality, diversity and inclusion, we are still a long way from having a fully equitable and inclusive workplace, as illustrated by the following UK statistics:

• In England and Wales, 76% of white people were employed in 2021, compared with 67% of people from all other ethnic groups combined. (Gov.uk, 2022)
• 13.5% of white Irish workers were in ‘manager, director or senior official’ jobs – the type of occupations associated with higher socio-economic circumstances – compared with 4.6% of black workers. (Gov.uk, 2022)
• In April 2022, the gender pay gap was 8.3% in full time employees. The gender pay gap was higher in every English region than it was in Scotland and Northern Ireland. (ONS, 2022)
• Disabled workers move out of work at nearly twice the rate (8.8%) of non-disabled workers (4.9%). (Department for Work and Pensions, 2022)
• 16% of LGB+ workers feel psychologically unsafe in the workplace compared with 10% heterosexual workers. For trans workers, this figure is even higher at 18%. (CIPD, 2021)
• 40% of LGB+ workers and 55% of trans workers have experienced workplace conflict and harassment, compared with 29% of heterosexual, cisgender employees. (CIPD, 2021)

As well as the fundamental importance of ensuring that no one is disadvantaged or discriminated against in the workplace, and that everyone feels that they are valued and respected for themselves, there are legal requirements and business-related benefits surrounding promoting E,D&I in the workplace. 

Benefits of Equality, Diversity and Inclusion

There are a huge range of benefits that come with working to improve and prioritise equality, diversity and inclusion in the workplace. These can include, as the Advisory, Conciliation and Arbitration Service (ACAS) notes, helping to:

• Improve the overall success of the business or organisation.
• Keep employees happy and motivated.
• Prevent serious or legal issues arising, such as bullying, harassment and discrimination.
• Better serve a diverse range of customers or clients.
• Improve ideas and problem-solving.
• Attract and retain good staff.

Although research is limited, a confirmed link has been shown between inclusion and successful knowledge sharing, innovation and creativity within teams (CIPD, 2019).

Looking to Learn More?

Our Equality, Diversity and Inclusion Training Course has been designed to help learners understand more about their responsibilities for promoting equality, diversity and inclusion in the workplace. It aims to help you promote a fairer, more tolerant and more inclusive working environment.

Equality Act 2010 and Protected Characteristics

The Equality Act brought together a range of anti-discriminatory laws, and covers all of Great Britain. It offers protection from discrimination, harassment and victimisation for nine specific personal characteristics – known as protected characteristics under the law.

The protected characteristics are:

• Age.
• Disability.
• Gender reassignment.
• Marriage and civil partnership.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation.

The Equality Act also protects those discriminated against through association or perception – for example, an employee discriminated against due to a partner’s religious belief or due to being perceived as LGBTQ+.

Under the Equality Act, employers also have a legal responsibility to provide reasonable adjustments for employees or potential employees with disabilities. This could range from organising a job interview on the ground floor for a candidate who is a wheelchair user to offering choice on how to attend team meetings to support neurodivergent employees.

You can test your knowledge of equality and diversity law with our quick quiz.

Intersectionality

The term intersectionality refers to possessing multiple characteristics, which often overlap.
Intersectionality is about having a mix of identities and how these might combine to create different types of discrimination or privilege, and it’s important to consider when looking to promote equality and inclusion for everyone. Those with intersectional identities can be more vulnerable to discrimination, and may experience discrimination differently.

How to Promote Equality, Diversity and Inclusion in the Workplace

There is not a single strategy or simple checklist to work through to successfully build a truly inclusive workplace – it will depend on your organisation, how inclusive the company currently is and the workforce and customer base you serve, amongst other things.  

However, the following steps can help you on the journey towards improving equality, diversity and inclusion in your workplace.

Know your starting point

Before considering how you can improve E,D&I, you need to get as clear a picture as possible of where you are now. This will need to draw on several sources in order to be comprehensive. 

In terms of diversity, regularly analysing recruitment and employee data can help to identify whether your workforce is representative of the community. However, there are limitations to data available, in terms of inclusivity, against which you might be able to benchmark. If you know, for example, that there is a marked imbalance in the age of the candidates you are attracting, you can begin to analyse why that might be and what possible measures could be taken to address that imbalance.

However, as inclusion is about whether people feel included, valued and able to thrive, you will need to gather information about how your workforce actually feel. This could include adding inclusion questions to regular anonymous staff surveys, discussions in mentor meetings or putting together focus groups to discuss particular issues, i.e. staff voice.

Create an inclusive workplace culture

This means that all aspects of work life include a consideration of inclusion. For instance, an organisation could ask themselves:

• Is our imagery inclusive? – Consider images around your place of work, on your website or in marketing material.
• Are a range of cultural events recognised across the company?
• Do we promote a consideration of inclusive language and are measures taken to promote inclusive communication? 
• Do managers and leaders model inclusive practices?
• Do social activities unintentionally exclude individuals or groups?
• Are there opportunities for everyone to express their opinions? This could be via intranet feedback forms, staff surveys, etc.
• Are flexible working arrangements in place that might help promote inclusion?

Develop an awareness of and avoid unconscious bias

You can only prevent unconscious bias when you are aware of it, so it’s important to explore this. Further information can be found in our article here.

Develop an equality, diversity and inclusion policy

Every workplace should have an E,D&I policy and apply it to every aspect of employment. However, it is important that any policies exist within a culture that truly values difference. Policies alone will not ensure inclusion, but they can signal and cement the commitment to creating an inclusive workplace. 

Consider where your organisation promotes this policy and what that signals to current and potential employees  – does it appear front and centre of your website or intranet or do you have to hunt for it? (Barkworth, 2022)

Further guidance regarding developing an equality, diversity and inclusion policy, along with a downloadable template, can be found in our article here.

Complete Equality, Diversity and Inclusion training

All employees, including those with management responsibilities, can benefit from Equality, Diversity and Inclusion training, allowing them to build their knowledge of the issues surrounding E,D & I and to reflect on how they can contribute towards promoting and improving inclusion in the workplace.

Continually review and evaluate

It is important that the effectiveness of any strategies to promote inclusion is regularly evaluated, in order to build on what has been successful and identify any areas for further improvement. This can be done in similar ways to assessing your starting point, but on an ongoing basis.

Case Study – Bupa Global & UK

International healthcare company Bupa Global & UK was ranked as the UK’s third most inclusive employer by Inclusive Companies on their 2021/22 index. 

Bupa has over 25,000 employees and serves over 5 million customers worldwide. It operates dental practices, care homes, retirement villages, health clinics and a hospital.

On achieving the third place ranking, Carlos Jaureguizar Ruiz-Jarabo, CEO at Bupa Global, India & UK, said “…It is essential that everyone feels welcome and that they are able to bring their whole selves to work every day. Having a diverse workforce is also important as it is reflective of our customers, who are from every community.”

Inclusive Companies highlighted the following important factors which have contributed towards Bupa’s progress within diversity and inclusion over the past few years:

• Active sponsorship of inclusion by two of Bupa’s Executive team members, raising its profile across Bupa globally. This includes supporting a new employee network and ensuring all aspects of D&I are regularly on the Executive team agenda.
• In 2020, the wider Executive Team proactively took the business-wide inclusion strategy and created bespoke inclusion plans for their specific business areas. 
• An internal sponsorship programme, Bupa Include, designed to support the career progression of underrepresented communities into more senior roles. 
• Executive and senior leaders regularly role model storytelling to celebrate diversity. They also proactively volunteer to host live storytelling sessions to be active allies of their people on subjects such as race, gender, faith, disability, family, sexuality and age. 

Full details can be found on the Inclusive Companies website here.

Promoting equality, diversity and inclusion in the workplace helps to ensure that everyone is able to work in an environment where all aspects of their identities are recognised, respected and valued. It is important that all employees play their part in helping to create an inclusive workplace, where everyone is included, so that each individual and the entire organisation are able to thrive.

Further Resources:

• Managing Conflict in the Workplace: A Guide for Line Managers
• Equality, Diversity and Inclusion Training
• How to Promote Equality and Diversity in Customer Service
• How to Promote Inclusive Communication in the Workplace
• Workplace Bullying and Harassment Quiz
• Equality & Diversity Quiz
• LGBT Awareness Quiz
• Defining the Different Types of Discrimination in Health and Social Care
• Disabled Access Requirements for Restaurants
• Disability Awareness Quiz
• How to Support Hidden Disabilities in the Workplace
• How to Help Others Promote Diversity, Equality and Inclusion
• Unconscious Bias Quiz
• Importance of Respect in the Workplace
• Why Your Business Needs an Intersectional Approach to Discrimination

The post How to Promote Equality, Diversity and Inclusion in the Workplace appeared first on The Hub | High Speed Training.

Equality and diversity are covered by the Equality Act 2010 and require everyone to be treated fairly and with respect. Compliance with the law should be straightforward – a person’s age, sex, disability or race, for example, shouldn’t impact the level of customer service you provide them with. 

In this article, we’ll explain what is meant by customer diversity, along with examples and tips, and show why it is so important to the customer service you provide.

What is Customer Diversity?

Diversity is a term that encompasses a wide range of factors – people can be diverse in the way they look or where they come from, but also diverse in their abilities, beliefs and life experiences. In today’s world, where technology and travel enable business to be done all over the globe, it’s even more likely that you’ll come across a diverse customer base.

Equality and diversity are relevant to all customers and mean treating everyone equally and with respect. This means not making assumptions about, harassing or stereotyping people and not discriminating against people based on who they are.

In the UK, the Equality Act 2010 gives people legal protection against discrimination, harassment and victimisation based on their diversity. Under the law, there are nine specific personal characteristics, known as protected characteristics, that you cannot discriminate against. 

These are:

• Age.
• Disability.
• Gender reassignment.
• Marriage and civil partnership.
• Pregnancy and maternity.
• Race.
• Religion and belief.
• Sex.
• Sexual orientation.

The Equality Act gives equal weight to each of the nine protected characteristics, so no single characteristic is considered more significant than another. Furthermore, discrimination can be against either a single characteristic, or multiple characteristics.

Examples of Diverse Customer Needs

The nine protected characteristics show just how diverse people can be. You may experience customers with any one or more of these characteristics, and so should be aware of how to cater to their individual needs. 

For example, you may experience a customer that has a disability. By law, traders and service providers must ensure everyone can access and is able to use their goods and services in the same way, as far as possible. In terms of disability, there are ways that you could ensure everyone is included in your service, for example: 

• Provide written customer information and signage in alternative formats, such as Braille, large font and/or an easy-to-read format.
• Ensure you take the time to explain things slowly and clearly, without frustration, to customers who need extra support to understand.
• Have a ramp or lift available for easy access to your premises.
• Reserve parking spaces near the entrance of your premises for disabled customers.

Equally, you may experience a customer who is breastfeeding. It’s unlawful for a trader or service provider to treat anyone unfairly because of this. For example, you can’t refuse a table in a restaurant to someone who is breastfeeding, or ask them to go to the toilets. This would count as pregnancy and maternity discrimination. You must make sure that women you’re providing services to are allowed to breastfeed on your premises if they want to.

You may also encounter customers who wear clothes for a religious purpose – i.e., head coverings or body cover ups. It could be classed as indirect discrimination if, for example, your place of work doesn’t allow customers to cover their heads, meaning that people who cover their heads for religious reasons can’t enter. 

Indirect discrimination can, however, be lawful if the trader has a good reason for the policy. For example, if a rock-climbing centre states that customers must wear protective helmets or clothing if participating in the climbing. This could disadvantage people who wear religious clothing, but the policy can be justified as it only exists for health and safety reasons.

You also need to be careful around indirect discrimination, which means discriminating against someone without being aware that you’re doing so. For example, only allowing payment by an online service like PayPal may discriminate against older customers who don’t access the internet. This could be classed as age discrimination.

Need a Course?

To learn more, take a look at our Equality, Diversity and Inclusion training course, which explains what the law expects of you in terms of preventing discrimination and harassment based on the nine protected characteristics.

Why is Equality & Diversity Important in Customer Service?

Embracing people’s diversity is important in customer service because it shows that your business truly reflects and welcomes the society we live in, and understands its needs. Appreciating people’s differences, treating all your customers equally and respecting each person’s uniqueness is vital if you want to retain clients and encourage repeat business.

Promoting equality and diversity in customer service brings many benefits for both your customers and your workforce. For example:

• It improves customer loyalty. Embracing equality and diversity shows to your customers that your company and your brand share the same values as they do. Being fair and equal with your diverse customers will improve their perception of your brand and encourage them to return.
• It shows that you respect your customers. Active listening, empathy and giving your customers time to give their views are powerful actions and show that you value your customers’ opinions, no matter who they are, which enhances the customer experience.
• Promoting diversity in the workplace is proven to attract top talent. If customers can see that you embrace equality and diversity, then they’re more likely to apply for a job role when one comes up, as they can see that you’re a fair and inclusive employer. Find out more about how equality and diversity improves the workplace in our article, here.

Need a Course?

Our Customer Service Skills training course is designed for anyone working in a customer service role who wishes to improve their service skills in order to ensure that customers have the best possible experience.

How to Support Equality & Diversity in Customer Service

If you work in a customer service role, then the following tips and advice will help you to support equality and diversity more actively and effectively.

Have an inclusive work culture

A work culture that supports and encourages equality and diversity starts with your workforce. By having staff that understand the importance of treating every customer (and colleague) with care and respect, you can create an environment that enables each individual to flourish, no matter their background or according to particular characteristics.

Have an equality, diversity and inclusion policy

An equality, diversity and inclusion (EDI) policy is a written document that solidifies your commitment to promoting EDI in your workplace by setting out your obligations in areas such as recruitment, training, and pay.

Having an EDI policy in place indicates that you value every individual, that you are willing and prepared to fulfil their needs, and that you will stand by them and combat discrimination. EDI policies aim to uproot prejudice and discrimination.

For more information and a free, downloadable policy template, check out our article: Equality, Diversity and Inclusion Policies in the Workplace: Free Template.

Actively listen

Active listening is a simple but effective skill that everyone should have. It means you listen for meaning in what the person speaking to you is saying, rather than interrupting or waiting for a gap in the conversation to make your own point. 

Active listening also means you listen to someone without preconceived ideas, and that you use positive body language and facial expressions to show they have your full attention. This allows you to listen to customers with focused intent and build respect. Check out our article on improving active listening in communication to learn more.

Develop emotional intelligence

Emotional intelligence is the ability to recognise, understand and manage emotions. This is an important trait to have in order to sustain a connection with your customers and work towards positive solutions to their problems. It also enables you to recognise people’s emotions so you can help them with what they really need and communicate with them more effectively. 

Having emotional intelligence means that you show empathy, and are able to understand where someone is coming from, are sensitive to their needs and understand how they feel about a situation. It also helps you to understand how other people’s reactions differ from your own and value these differences.

Check out our article for more information: A Guide to Emotional Intelligence in the Workplace.

We hope you’ve found this article on how to promote equality and diversity in customer service both informative and helpful. If you have any further questions, or wish to find out more information on the topics covered in this article, please don’t hesitate to get in touch with us at High Speed Training!

Further Resources

• Online Customer Service Training Course
• How Equality & Diversity Improves Your Workplace: Examining the Benefits
• What Defines Good Customer Service in Retail?
• Equality & Diversity Quiz
• Disabled Access Requirements for Restaurants
• How to Help Others Promote Diversity, Equality and Inclusion
• How to Promote Inclusive Communication in the Workplace

The post How to Promote Equality and Diversity in Customer Service appeared first on The Hub | High Speed Training.

This article will look at what dyspraxia is, what causes it, and how it can present itself. We will focus primarily on what the condition means for adults and look at its potential impact on a person’s working life – including suggestions for how employers could provide support when required. 

What is Dyspraxia in Adults?

Dyspraxia is a common disorder that affects movement and coordination. This means those with the condition may have difficulty with certain day-to-day tasks and activities such as particular sports, driving a vehicle, or preparing a meal. Some people can find it challenging to use their fine motor skills so may struggle with activities such as writing, tying shoelaces or using certain pieces of equipment – particularly with one hand – such as a stapler or can opener. 

Dyspraxia is often regarded as a hidden condition which is still poorly understood. It is one of several other disorders and conditions that involve processing and learning differences/difficulties. Many people see an overlap of characteristics from more than just one of these similar conditions without necessarily having multiple labels.

Other conditions include:

• Dyslexia.
• Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).
• Asperger’s Syndrome.
• Autism Spectrum Disorder (ASD).

As dyspraxia can affect many areas of a person’s life, the manner in which they perform certain tasks, how they present themselves in social interactions, and their potential for having other specific learning differences, can mean people falsely assume those with the condition have a reduced intellect, which is certainly not the case. 

Neurodiversity is becoming increasingly embraced as a unique way of thinking that can also bring innovation and creativity. Dyspraxia, and the many other conditions that present with similar characteristics are completely apart from an individual’s level of intelligence as much as they are their race, socio-economic background, or culture. 

Recently, there has been an increased awareness around the similar sounding – apraxia. Ex-footballer Chris Kamara took part in an ITV documentary called ‘Chris Kamara: Lost for Words’ in which he discusses his apraxia diagnosis and his challenges with his speech, balance and coordination. He also discussed his condition with Steven Bartlett on his ‘Diary of a CEO’ podcast. 

Dyspraxia vs Apraxia

Dyspraxia of speech is also known as verbal dyspraxia or apraxia. There are several different types and their effects range beyond just speech, but both terms are related in the sense that apraxia is a type of dyspraxia. You will likely see these terms used interchangeably, but it is generally said that the main difference between the two is severity, with apraxia being the more severe. 

As with ‘dys’ and ‘praxia’, we can again break down apraxia with the ‘a’ coming from the Ancient Greek meaning for ‘without’. These meanings help to differentiate between the severity of the two, with dyspraxia referring to a difficulty in performing certain actions and apraxia as an inability to do so. 

Want to Learn More?

If you are interested in learning more about supporting school aged children both in and out of the classroom, why not take a look at our range of courses for Teaching and Education. We also offer a range of Business Essentials courses to help support those at all levels foster the most inclusive, supported and resilient working environment possible.

What Causes Dyspraxia?

The exact cause of dyspraxia is not known, but those born prematurely may be at an increased risk of developing it, as are men and those who have close relations with the condition. 

It is known that dyspraxia occurs when there is a disruption to how messages are passed between the brain and the body, but the cause of the disruption itself is not fully known, and there is likely no single reason why it occurs. It isn’t, however, thought to be a consequence of illness, injury or brain damage.

How Does Dyspraxia Affect Adults?

Signs of dyspraxia can be present from a young age but may not be recognised until a child reaches school age, or even into adulthood. The dyspraxia foundation states that between 2% and 5% of the adult population are estimated to be affected by the condition.  

Those with dyspraxia can display a variety of symptoms. Many of which will differ between individuals and may also change over time. The condition not only impacts coordination and movement, but there can also be social, emotional and processing difficulties too.

Dyspraxia may affect:

• Coordination, balance and movement.
• Writing, typing, drawing, and grasping small objects.
• How new skills are learnt and information is remembered.
• Daily tasks, such as dressing, fasting shoe laces or meal preparation.
• How a person functions in social situations.
• The way emotions are felt and dealt with.
• Time management, planning and organisation skills.

Sometimes, particularly when relatively mild, the characteristics of dyspraxia can be hard to identify, often various coping and avoidance strategies have been learned into adulthood and certain signs are simply put down as clumsiness, awkwardness or being disorganised. 

Some other indicating factors to be aware of are:

• Having a history of physical awkwardness as a child that is now ‘managed’ as an adult.
• Long pauses before answering questions.
• Avoidance of environments and situations where physical or social challenges will be noticed.
• An ability to do lots of writing or neat writing, but not both at once.
• Underachieving at work or study.
• Struggling to apply skills in new environments or in a busy setting.
• Tiring easily.
• Bumping into things.
• A habit of being late or missing appointments. 

It is important to be mindful of the impact conditions such as dyspraxia can have on an individual’s mental health. For many, a diagnosis may never be made or even sought and they may live with a lack of understanding as to why they feel out of step and face challenges in areas of their lives others around them seem to manage without difficulty. 

Even those with a diagnosis may feel frustrated with themselves and in certain situations. Mental health awareness is something that can benefit us all and those around us, regardless of our circumstances. 

Working with Dyspraxia

It should never be assumed that a person with dyspraxia will be unable to achieve in the workplace. There are many adults who have dyspraxia that have developed their own strategies for working effectively in a variety of settings. Living with the condition often promotes qualities in individuals that every employer wants in their workforce – determination, persistence, ingenuity, and a hard-working nature. 

Of course, for some people with dyspraxia, additional support may be required to help them reach their full potential. Employers have a duty to ensure they do not discriminate against an individual on the grounds of their disability and to provide reasonable adjustments to ensure they are not put at a significant disadvantage. 

As already mentioned, the benefit of neurodiversity comes from a different approach to thinking. In business, this can be a very valuable asset when it comes to developing new strategies and ways of working. 

Everyone is an individual, regardless of what diagnosis they may have, and it is important to remember that having a condition like dyspraxia should not mean missing out on opportunities. It should, instead, be viewed as an asset with the person having the potential of unique skills and attributes that should be encouraged and developed. 

There may be challenges to overcome and there may well be certain environments and professions more suited to an individual with the condition. Regardless of employment, however, they should be supported to thrive and reach their full potential, with consideration given to the types of adjustments that can be put in place to be of the greatest benefit.

Some possible adjustments an employer could make include:

• Making physical adjustments to the environment.
• Providing additional training if an individual finds particular areas challenging.
• Support professional development goals.
• Allocate tasks appropriately and consider task exchanges amongst team members.
• Sourcing specialist or modified equipment.
• Flexible working hours.

As with all working relationships, communication skills are essential. Take the time and make the opportunity to discuss any reasonable adjustments required and to understand how to support those with dyspraxia without rigid practice constraining them to an ineffective way of working. 

Dyspraxia can affect anyone, with the symptoms and their severity being individual to each person. Those living with the condition in either childhood or adulthood should be supported to both think and do in a way that is right for them, enabling them to reach their full potential in all areas of life. 

Further Resources:

• Equality, Diversity & Inclusion Training
• Coaching and Mentoring Training
• How to Help a Child with Dyspraxia in the Classroom
• Recognising the Signs of Dyslexia in Children
• How to Help a Child with Dyspraxia in the Classroom

The post How Does Dyspraxia Affect Adults? appeared first on The Hub | High Speed Training.

Making sure that settings meet their equality, diversity and inclusion responsibilities is also a key element of the Ofsted Education Inspection Framework. It impacts all areas of key judgement applied to schools (quality of education, behaviour and attitude, personal development and leadership and management) – as detailed in their ED&I statement.

In this article, we will consider what equality, diversity and inclusion means, the legal requirements for schools relating to it, and provide some strategies to promote ED&I, at both a whole-school and classroom level.

What is Equality, Diversity and Inclusion?

Whilst equality, diversity and inclusion are closely related, and often discussed as a single concept, it is useful to consider the individual terms and their meanings. 

• Equality – means that everyone is treated the same, is treated fairly and has the same opportunities. Equity is slightly different from equality in that it recognises that each person has different circumstances. This means that varying types or levels of support might be required, depending on individual need, to take full advantage of equal opportunities. 
• Diversity – means recognising, respecting and welcoming everyone’s different backgrounds, identities and experiences. Promoting diversity celebrates people’s differences and uniqueness.
• Inclusion – means that everyone is encouraged to retain their uniqueness, they aren’t singled out for being different, and have a sense of belonging and being valued.

Inclusion importantly goes a step further than diversity. Promoting diversity is sometimes criticised as a tick-box exercise, often driven by data. For example, a school could claim to be ‘diverse’ based on numbers of pupils and staff who meet a certain criteria. However, if a school is truly inclusive, then they ensure that every member of that diverse community is nurtured, celebrated, and feels secure and included within the school community. 

Interested in Learning More?

We offer an online course on Equality and Diversity which has been designed to help learners understand more about their responsibilities for promoting equality and diversity. You can also take a look at our CPD Courses for Teaching Staff where you’ll find everything from Challenging Behaviour Training to Online Safety & Harms.

Why is Equality, Diversity and Inclusion Important?

Promoting equality, diversity and inclusion in education is essential for both staff and students. Not only is it a legal requirement, but every member of the school’s community is entitled to a learning and working environment where they can thrive together and celebrate their uniqueness. 

The Equality Act 2010

The Equality Act brought together a range of anti-discriminatory laws, and covers all of Great Britain. It offers protection from discrimination, harassment and victimisation for nine specific personal characteristics – known as protected characteristics under the law.

Protected Characteristics

The protected characteristics are:

• Age.
• Disability.
• Gender reassignment.
• Marriage and civil partnership.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation.

The Act makes it unlawful for a school to discriminate against, harass or victimise a pupil or potential pupil. This includes:

• In relation to admissions.
• In the way that it provides education for pupils.
• In the way that it provides pupils access to any benefit, facility or service.
• By excluding a pupil or subjecting them to any other detriment. 

The Equality Act also protects those discriminated against through association or perception – for example, a pupil discriminated against due to a parent’s religious belief or due being perceived as LGBTQ+.

Positive Action

Schools should carefully consider how they are supporting their pupils and students with regard to particular protected characteristics. Provisions within the Act allow schools and colleges to take proportionate, positive action, to deal with particular disadvantages affecting students with a particular protected characteristic. 

This includes a duty to make reasonable adjustments for disabled children and young people (including those with long-term conditions). Positive action could also include providing support for a group of students who share a protected characteristic. 

The Public Sector Equality Duty (PSED)

State-funded schools and colleges are subject to The Public Sector Equality Duty (PSED) found in the Equality Act. 

The PSED means that schools and colleges have a duty to: 

• Have due regard to the need to eliminate unlawful discrimination, harassment and victimisation (and any other conduct prohibited under the Equality Act). 
• Advance equality of opportunity and foster good relations between those who share a relevant protected characteristic and those who do not. 

The PSED helps schools and colleges to focus on key issues of concern and improving pupil and student outcomes. Keeping Children Safe In Education (KSCIE) guidance stresses the importance of obligations under the PSED in relation to safeguarding – reminding settings to be mindful that some pupils or students may be more at risk of harm from specific issues such as sexual violence, homophobic, biphobic or transphobic bullying or racial discrimination.

You can access the Equality Act 2010 here, DfE guidance, The Equality Act 2010 and Schools, here and our article, Keeping Children Safe in Education: Key Changes, here.  

Intersectionality

The term intersectionality refers to possessing multiple characteristics, which often overlap. 

Intersectionality is about having a mix of identities and how these might combine to create different types of discrimination or privilege, and it’s important to consider when looking to promote equality and inclusion for everyone.

Those with intersectional identities can be more vulnerable to discrimination, and may experience discrimination differently. For example, a Muslim pupil who is bisexual may face different issues to a bisexual pupil with disabilities.

How Can Equality Be Promoted at School?

As we have seen, promoting equality, diversity and inclusion should be a clear priority within schools and should be something that all children are familiar with from an early age. 

Promoting Equality, Diversity and Inclusion at a Whole-School Level

An ethos of, and true commitment to, equality, diversity and inclusion should be embedded in the school culture, and a core part of creating a positive learning environment.

This should include:  

Setting clear expectations – a school’s policies and procedures (including behaviour policies, anti-bullying policies, staff code of conduct, etc.) should clearly state the expectation that everyone is to be treated fairly and equitably.

Challenging negative attitudes – the school should have a clear policy with regards to discriminatory behaviour and language. This should never be dismissed as banter. 

Support strategies – there should be strategies in place to encourage anyone to come forward if they are experiencing or witnessing anything that violates the school’s commitment to equality, diversity and inclusion. 

Creating an inclusive culture – including whole school representations of diversity can be a powerful tool to promote inclusion. This can be done in a multitude of ways – from the images and posters used around school, to the religious and cultural events that are recognised, to the uniform policy.

Awareness weeks and days can aid this but care should be taken that the implication is not of a short-lived nod to diversity rather than embedding true inclusivity.

Providing effective training – all staff should be trained in equality and diversity. This could include explicit Equality, Diversity and Inclusion training, but also training that illustrates how important inclusion is for all aspect of education, including provision for Special Educational Needs and/Disability, safeguarding topics such as Harmful Sexual Behaviour and Preventing Radicalisation and Extremism, and Mental Health and Wellbeing.

Reflecting inclusion in the curriculum – exploration of topics such as celebrating difference, recognising and avoiding stereotypes, prejudice and discrimination form key parts of many statutory programmes of study at all key stages – most notably relationships education, sex and relationships education, and health education. 

A spiral curriculum where these topics are returned to, and built upon, over the course of a school career means that children’s understanding will deepen and develop over time. So, in Year 1, a topic might look at what makes us special, building to sophisticated debate regarding challenging discriminatory language online in Year 12.

As well as explicitly teaching these topics, schools can go further by ensuring representation of diversity across the wider curriculum. It is incredibly important that children and young people see themselves and their experiences reflected positively in the texts and resources they encounter. 

For example:

• Make sure English texts include a diverse range of characters – including those from different cultures and ethnic groups, different family groupings, characters with disabilities, LGBTQ+ characters, etc.
• In history, music, art and PE include a focus on key figures who represent diversity. 

Seeking out feedback – it is not enough to implement inclusive strategies, you need to actually make sure that pupils and staff feel included. Use pupil voice or staff surveys, school councils, peer support groups, etc., to regularly check in to see if staff and students feel that the setting is meeting their needs in terms of inclusivity. Use those opportunities to welcome suggestions as to what more could be done. 

Promoting Equality, Diversity and Inclusion at a Classroom Level

Against a backdrop of an inclusive whole-school culture, there is a great deal that can be done to promote inclusion at a class or lesson level. 

Think about representation in the resources

Make sure the resources you use reflect diversity. Try to evaluate the resources that you have through an inclusion lens and then aim to further improve inclusivity. This could include anything from:

• Stories shared with learners – are they representative of a range of identities, circumstances and cultures?
• Dolls/small world toys – do they reinforce gender stereotypes? Are a range of skin colours represented?
• Colouring equipment – do you provide a range of skin tones for children to use?
• Maths/science problems – for example, if you are writing maths problems, make sure you reflect diversity in the pronouns, names and scenarios which feature.
  

You can make use of advice regarding inclusive resources from organisations such as The Book Trust or Stonewall.

Even relatively small, simple tweaks can improve the inclusivity of your resources.

Adapt your practice

The SEND Code of Practice requires all teachers to differentiate and personalise teaching and learning to meet the needs of children and young people with special educational needs and/or disabilities. Good teaching practice should include using a variety of teaching and assessment methods, as well as accessible resources to ensure all pupils can access the learning opportunities. 

This should be driven by the actual needs of the individual learner. Supporting pupils with SEND might include strategies such as rephrasing questions, considering sensory needs when organising classroom spaces, building movement breaks into your lessons, and providing materials in a variety of different formats to suit different learners’ needs, to name but a few.

Our training course, Special Educational Needs and Disabilities in the Classroom looks at teaching in an inclusive way, in detail.

Celebrate the diversity of your students

Get to know your pupils and try to reflect their uniqueness. This could be as simple as having ‘hello’ written on the door in all the languages spoken in the class – or asking children to create class displays illustrating something unique about them. 

Be mindful of your language

It is important that teachers model inclusive language. Whilst staff would always avoid language they know to be offensive or unacceptable, sometimes we might not recognise the implications of certain phrases or terminology. Phrases which are considered ‘everyday’ may actually carry assumptions that exclude some individuals. By being mindful of the implications of your language in class, you can help to promote inclusivity. Language evolves and although you might not always get it right, it is important to make the effort to model language that is as inclusive as possible.

For example, rather than:

• ‘Sit down guys’ opt for ‘Sit down everyone’.
• ‘Good morning boys and girls’ opt for ‘Good morning class’.
• ‘Tell your mum and dad’ opt for ‘Tell whoever is at home’.
• ‘The reason we celebrate Easter’ opt for ‘The reason some people celebrate Easter’.

Promoting equality, diversity and inclusion in the classroom helps to ensure that each student is able to learn in an environment where all aspects of their identities are recognised and respected, and where they feel safe and secure. By explicitly teaching about the importance of ED&I, and modelling commitment to it, schools are instrumental in empowering children and young people to live their lives in a way that is respectful, tolerant and inclusive.  

Further Resources:

• Equality, Diversity and Inclusion Training
• How to Promote LGBTQ+ Inclusive Education in Schools
• How to Create a Positive Learning Environment
• What is Inclusive Practice?
• What is Adultification within Child Protection and Safeguarding?
• Educational Bias: How to Avoid Bias in the Classroom
• Prevent Duty Quiz
• The Prevent Strategy: Practical Tips for Managing Controversial Topics in the Classroom
• How to Help Others Promote Diversity, Equality and Inclusion
• How to Support EAL Students in the Classroom
• How to Spot Allergy Bullying

The post How to Promote Equality, Diversity & Inclusion in the Classroom appeared first on The Hub | High Speed Training.

This article will explain the meaning of gender inequalities, why the relationship between health and gender is so important, how gender affects healthcare, and what the women’s health strategy is. 

What are Gender Health Inequalities?

To begin answering this question, it is important to understand that there are differences between the terms sex and gender. The World Health Organisation (WHO) describes the term gender as referring to “socially constructed characteristics of women and men – such as norms, roles and relations of and between groups of women and men”. 

Sex on the other hand is described as being “mainly associated with physical and physiological features including chromosomes, gene expression, hormone level and function, and reproductive and sexual anatomy.” There are connections between both sex and gender and both can lead to inequalities in healthcare. 

Gender health inequality means having unequal access or opportunity to access  healthcare services and treatment due to your sex or gender, leading to poorer health outcomes. There are many other factors that can make someone more susceptible to inequalities in healthcare. For more  information on this topic, take a look at our article – What are inequalities in health and social care?

The WHO states that inequalities in healthcare disproportionately affect more women and girls than men and boys. Equality and diversity is a key part of being able to deliver high-quality, person-centred care and support to all throughout the sector. Yet health services within the UK lack vital knowledge and services to equally support the needs of both men and women. 

Want to Learn More?

For further insights into the values that under-pin patient care, check out our Equality and Diversity and Person-Centred Care training courses.

Understanding why such inequalities exist requires a much wider perspective on the gender inequalities that exist in many areas of life. The history of learning and power, particularly in medicine was very much focussed on men and heavily influenced by their opinions, perspectives and beliefs. 

This amongst many other factors has led to a lack of knowledge and understanding, not only around health concerns that affect only women, but also the different ways men and women can be affected by the same condition. Knowing such inequality exists makes it all the more important to understand the relationship between sex, gender and health. 

Why is the Relationship Between Gender and Health Important?

Understanding how an individual’s health can be affected based on their sex or gender is incredibly important in being able to ensure appropriate treatment, services and education are available to support them towards a positive outcome. Both of which can have a significant impact on a person’s risks and susceptibility and to illness.

For example, the relationship between gender and health may also interlink with social inequality. Many women and girls are given less autonomy over their bodies, have less decision making power and face greater discriminatory attitudes from healthcare providers, often making it harder for them to access the services and treatment they need, or receiving an accurate or timely diagnosis. 

Gender can also increase a person’s exposure to instances of domestic violence, emergency situations, work injuries, cigarette and alcohol intake and misuse, and certain risk taking behaviours. These are just a few examples, but understanding gender norms, socialisation and societal roles can create a better understanding of the links between gender and health.

The relationship between sex and health affects a person’s risk of disease, disease progression, the treatments given and the overall health outcome. For example, a particular enzyme found in men that binds to the SARS-COV2 virus (COVID-19) may be responsible for more severe outcomes and hospitalisations for men with the virus than women. 

What are the Quality of Care Differences Between Men and Women?

How a person views the quality of care that they have received can be subjective and will depend on their individual circumstances and perspective. However, quality of care should be based on core values, including equality and diversity, dignity, respect and compassion in care. 

Gender bias means having a preference of one gender over the other. It can be widespread in the health and social care sector and have a negative effect on health outcomes and systemic practices. 

Some examples include:

• Poor understanding of women’s health issues leading to delayed or misdiagnosis, such as overlooking potential causes of abdominal pain during a woman’s menstrual cycle, or not taking certain symptoms seriously if a woman is going through the menopause. You can learn about some of the common myths and facts around menopause here.
• Misdiagnosing a heart attack in a woman due to the idea that they mainly occur in men.
• Being less believing of certain symptoms or complaints of pain depending on a person’s gender or character. Such as assuming a ‘manly’ man is being stoic whereas a man who appears less ‘manly’ is being dramatic or emotional. 
• Treating a patient less favourably because they are gender diverse. Transgender individuals, for example, often experience high levels of mental health illness, due to the discrimination and stigma they face, including within healthcare settings.

How Does Gender Affect Health Care?

We have discussed how gender and sex can affect a persons’ health and the healthcare they are likely to receive, often coming down to reasons such as physiological and social factors. We have also looked at some examples of how gender bias impacts the quality of care an individual receives.  

When it comes to healthcare itself, gender and sex pose risks of vast inequality. Some reasons for this include:

• A lack of representation of women during clinical trials.
• A lack of knowledge on women’s health issues.
• Stigma associated with gender norms.
• Poor understanding of how conditions affect men and women differently.
• Gender bias on a systemic level and amongst healthcare professionals. 

A combination of factors are responsible for all inequalities in healthcare, including gender inequality and the issues are often complex and widespread.

6 Ways That Gender Affects Health

The reasons why certain diseases and conditions are more common in one particular sex or gender than the other can be complex. Factors such as genetics, behaviours and hormones can all play a part. Take, for example, six common illnesses that both men and women are affected by.

By understanding the complex relationship between sex, gender and health, professionals can paint a picture of which groups are most impacted by which illness. Some examples of conditions that are more common in one sex over the other include:

Men

• Heart disease.
• Parkinson’s disease.

Women:

• Alzheimer’s disease.
• Urinary tract issues.
• Osteoporosis. 
• Strokes.

What is the Women’s Health Strategy?

Women’s health is greatly impacted by inequalities in healthcare, from being underrepresented in research studies to a lack of understanding of certain female-specific issues. A lack of quality and availability of women’s health services leads to poorer outcomes for many, prompting the Government to take formal action.

In 2021, Nadine Dorries, the Minister for Patient Safety, Suicide Prevention and Mental Health, addressed the House of Commons, stating the Government would be creating a government-led national women’s health strategy for England. The first of its kind.  

The Government made a call for evidence and emphasised the need to understand the real experiences of the healthcare system from women of all ages and backgrounds. The experiences provided were intended to help focus understanding on six core themes, believed to connect the different areas of women’s health throughout all stages of life. These are:

• Placing women’s voices at the centre of their health and care.
• Improving the quality and accessibility of information and education on women’s health.
• Ensuring the health and care system understands and is responsive to women’s health and care needs across the life course.
• Maximising women’s health in the workplace.
• Ensuring that research, evidence and data support improvements in women’s health.
• Understanding and responding to the impacts of Covid-19 on women’s health.

The aim of this strategy is to tackle the deep-rooted issues within the healthcare system to improve the wellbeing and health outcomes of women and girls, breaking down the barriers faced to improve equal access and support for all. 

We all have the right to be treated equally, regardless of our sex or gender. By recognising the systemic issues within the health and social care sector and taking action to tackle the deep-rooted inequalities, the future may offer greater health equality for all.

Further Resources:

• What are Difficult Conversations in Health and Social Care?
• Safeguarding Training Courses
• How to Promote Empowerment in Health and Social Care
• Defining the Different Types of Discrimination in Health and Social Care

The post What are Gender Health Inequalities? appeared first on The Hub | High Speed Training.

However, this does not mean simply treating everyone the same. Equality, diversity and inclusion are all about promoting and accepting the things that distinguish us from those around us and making others feel safe and welcome. It is about ensuring that you are receptive to the needs of those with unique characteristics; that you are supportive and inclusive of them. This is what an EDI policy should represent. 

This article will feature a downloadable equality, diversity and inclusion policy example, to help you understand where to begin when writing your own policy for your company, and how to develop and maintain it.

What are Equality, Diversity and Inclusion Policies?

This is a written document that solidifies your commitment to promoting equality, diversity and inclusion in your workplace. It sets out your obligations in areas like recruitment, training and pay. It indicates that you value every individual; that you are willing and prepared to fulfil their needs; that you will stand by them and combat discrimination. EDI policies aim to uproot prejudice and discrimination, taking protected characteristics into account at the heart of disputes. 

The equality, diversity and inclusion policy will state that the company aims to safeguard those who may face inequality or harassment due to one or more of the 9 protected characteristics. These are protected from discrimination under equality legislation – the Equality Act (2010).

The 9 Protected Characteristics are:

1. Age
2. Disability
3. Sex
4. Sexual orientation
5. Race
6. Religion or belief
7. Gender reassignment
8. Marriage or civil partnership
9. Pregnancy and maternity

You may also want to extend those safeguards beyond the 9 protected characteristics to include other characteristics that may result in a person becoming under-represented, marginalised or minoritised for example; socio-economic status or caring responsibilities. 

Every workplace should have an EDI policy and apply it to every aspect of employment – whether it be recruitment, pay, access to facilities, benefits, discipline procedures, and everything in between, right up to the end of their employment and beyond. A policy can guide how you should manage a situation in which someone has been treated unfairly or disrespectfully within your business.

It is not the law to have an EDI policy. However, it is strongly recommended in order to create an inclusive workplace, committed to celebrating equality, diversity and inclusion. An HR team will be best suited to developing, monitoring and actioning an EDI policy. However, this does not mean they are strictly limited to interacting with and contributing to the policy. 

Why are EDI Policies Important in the Workplace?

Having an EDI policy is important for a number of reasons, it makes sure everyone knows:

• The ways in which the business supports employees and ensures all are treated fairly and with respect.  
• The attitudes and behaviours expected from employees. 
• Important information surrounding discrimination, the law and what is not acceptable.
• Where to go and what to do when seeking to report or resolve problems – your own or not. 

EDI policies may also point to staff networks or employee assistance groups/programmes for external support.

A workplace that celebrates equality, diversity and inclusion has greater opportunities for productivity, innovation and collaboration. On top of this, the greater diversity in an employee pool allows for a larger mix of skills, ideas, experiences and perspectives to draw upon. Employee engagement and satisfaction in such workplaces tend to be far more positive. 

In taking EDI policies seriously you can ensure, from the get-go, that all employees understand and are committed to making the workplace a positive environment. Furthermore, having an EDI policy in place can help to highlight areas for improvement in your business, for you to then continually build a more inclusive company culture.

Ensuring EDI policies set boundaries and expectations on people’s conscious behaviours is clearly very important. However, often many discriminatory ideologies and behaviours are more deep-rooted in people, to the point that they may not even realise they are unintentionally causing offence. Therefore, it is important to know how to identify biases you may hold. To find out more, take a look at our article on unconscious bias, here.

Want to Learn More?

Our Equality, Diversity and Inclusion Training Course has been designed to help learners understand more about their responsibilities for promoting equality and diversity in the workplace. It aims to help you promote a fairer, more tolerant and more diverse working environment.

How to Create an EDI Policy

When creating an EDI policy, there are several key steps to take. Firstly, get an idea of the business starting position in relation to EDI. Talk to your employees and get their opinions on where they feel the company currently lies and what they would like to see kept the same, improved or reconsidered. This policy will chiefly affect your employees and will have the greatest impact when it is informed by the opinions of all staff, so consulting with them and understanding what they feel should be represented is important.

It is also important to get feedback from members of staff who may typically be under-represented, marginalised or minoritised because of the protected characteristics they possess, as the policy will do a great deal in supporting them.

To be authentic in your approach to EDI, it’s essential to listen to employees. To learn more about listening with focused intent, take a look at our article on Active Listening.

Furthermore, it is important to educate those in senior positions within the business. An EDI policy will do no good if negativity continues to be practised at the senior levels of an organisation. At all levels, it is important that there is a base level of knowledge and training for people to understand EDI and the commitments it takes to ingrain it into the workplace. 

Writing an EDI Policy – 7 steps

1. To begin the policy, write a statement that outlines your organisation’s commitment to equality; explain that your aims are to create a workforce that is diverse, promotes positivity, and allows everyone to thrive, no matter their background or characteristics.
2. Following this paragraph, identify that your employment will not discriminate on the grounds of any protected characteristics. This demonstrates your understanding of the protected characteristics; that you are able to identify them; that you will not be biased or have reservations based on them. Explicitly state that you oppose all forms of unlawful and unfair discrimination.
3. Then, outline the type of work environment your establishment aims to create, i.e., one free of discrimination and prejudice, and one that allows everyone to bring their authentic selves to work. Make it clear that everyone will be treated fairly, with respect, and will be given equal opportunity in every aspect of their working role.
4. State that, when selecting for employment, promotion, training, or anything of this nature, it will be based on the individual’s own capability and potential. Their attitude and capability will determine their suitability for the role; it will not be affected by any of the protected characteristics.
5. You could then give a list of bullet points that sum up your main attitudes, values, and aims where equality and diversity is concerned, such as one stating that you aim to create an environment in which individual differences and the ways in which everyone contributes is recognised and valued.
6. Reinforce your sentiments and your intolerance towards discrimination – including the fact that disciplinary action will be taken against those that breach your policy.
7. And lastly, state that the policy is active; that it will be monitored and reviewed regularly. Over time you can get feedback from employees via surveys, diversity data, equality reviews and such – all are important in keeping your EDI policy relevant and up-to-date.

Equality, Diversity and Inclusion Policy Example

The guidance provided in this article will make it much easier to understand where to begin when writing your company’s Equality, Diversity and Inclusion Policy, and how to develop and maintain this. To assist you in producing your policy, we have created this EDI Policy Example PDF. You can use this as a base on how to construct your own EDI policy and make it relevant to your workplace.

Download Equality, Diversity and Inclusion Policy Example

This example PDF template covers all the basics of what your policy should include. It will need expanding and tailoring to your company’s requirements but should prove to be of use to you.

Further Resources:

• Unconscious Bias Quiz
• How Equality & Diversity Improves Your Workplace: Examining the Benefits
• Equality & Diversity Quiz
• Am I Being Bullied at Work? 12 Signs of Bullying in the Workplace
• Workplace Bullying and Harassment Quiz
• Disabled Access Requirements for Restaurants
• Disability Awareness Quiz
• How to Help Others Promote Diversity, Equality and Inclusion
• How to Promote Equality and Diversity in Customer Service
• How to Promote Inclusive Communication in the Workplace
• Equality, Diversity and Inclusion Training

The post Equality, Diversity and Inclusion Policies in the Workplace: Free Template appeared first on The Hub | High Speed Training.

What is Inclusive Communication?

Before we can define inclusive communication, it is worth exploring what communication is. Communication covers the many ways that we exchange information with others – the word itself comes from the Latin term ‘communicare’, meaning to share.

Verbal and Non-Verbal Communication

Verbal communication is any communication that involves words. This can be spoken (such as telephone calls, presentations or conversations) or written (such as reports, adverts, emails, letters and texts).

Non-verbal communication is any communication that is not word-based. 

It includes:

• Visuals such as photography, illustrations and emojis.
• Body language, facial expression and gesture.
• The ‘way’ in which we say things – volume, pitch, tone and inflection.

Communication can be synchronous (happens in real time, such as a telephone or video call, an in-person presentation or a face-to-face conversation or group meeting) or asynchronous (that which does not happen in real time, such as a letter, an email, a report or a pre-recorded video, pitch or presentation).

There are advantages and disadvantages to all different types of communication and your choice of methods will be influenced by what information you are looking to share, who you are sharing with, and what the objectives of the communication are. 

If you think about your average working day, you will probably notice that you encounter, and participate in, a mixture of verbal and non-verbal, asynchronous and synchronous communication. 

Inclusive Communication

Inclusive communication does not exclude or discriminate against anyone, either intentionally or unintentionally. Often, we might not be aware of any potential negative implications, or barriers, that our communication may present. 

By taking pains to make your communication as inclusive as possible, you will help to ensure that the information that you are sharing is accessible for all.

This applies to all modes of communication – from emails to conversations – and to both the content and the method of that communication. 

Central to promoting inclusive communication is acknowledging that people have different communication preferences and needs – all of which should be respected. 

Why is Inclusive Communication Important in the Workplace?

An inclusive approach to communication in the workplace takes steps towards ensuring that every member of staff, customer or client feels equally valued and respected. Effective communication is central to the success of most teams and businesses. As a leader or manager, you need to make sure that all your colleagues are empowered to communicate effectively. 

In addition, there is a legal requirement for workplaces to avoid discrimination and promote inclusion. The Equality Act 2010 makes it unlawful to discriminate against people on the basis of nine protected characteristics. 

These are:

• Age.
• Disability.
• Gender reassignment.
• Marriage or civil partnership.
• Pregnancy and maternity.
• Race.
• Religion or belief.
• Sex.
• Sexual orientation. 

You must ensure that your communication is in line with your obligations under this Act. See our article, How Equality and Diversity Improves Your Workplace, for general information regarding promoting equality and diversity.

Written, spoken and visual communication carries a great power and can directly impact whether or not your employees feel valued. By promoting inclusive communication, everyone benefits, not just those who might otherwise feel excluded. 

Further your knowledge

Our Communication Skills course, written in collaboration with journalist and broadcaster, Charlotte Leeming, takes an in-depth look at how to develop effective communication skills. Our library of business essentials courses can be found here, including Leadership and Management and Equality and Diversity.

How Do I Promote Inclusive Communication at Work?

Here we will look at some key principles followed by how you can promote inclusive communication in some common workplace contexts. 

Awareness

The first step to promoting inclusion through communication is to be aware of where there might be barriers in the first place. You could start by considering unconscious bias. As the term suggests, these are values and opinions formed unconsciously through many different influences in our lives – background, media, etc. Try completing our Unconscious Bias Quiz as a start point. 

Consider Your Audience

We all adapt our communication style and methods depending on who we are communicating with, and our relationship to them. Think of a simple greeting. The words, tone and any accompanying gesture you use will differ wildly when greeting your boss, a new client, your sibling or your best friend. 

Whilst you should aim to embed a culture of inclusive communication in the workplace by applying some of the general principles we will cover, it is also important that you adapt to any specific needs of the people you are seeking to communicate with.

For example, if a member of your team has a hearing impairment, then the ways you adapt your communication within your team might be specific to them. You might, for example, provide written material, make sure you face them when speaking if they lip-read, and learn some key phrases in British Sign Language – if they sign. You should never make assumptions about adjustments that an individual may need – ask them and be led by them.

However, if you are preparing to communicate with a large group of customers through an advertising campaign, then you will want to try to consider as many different general needs as possible. This could include making the print dyslexia friendly, potentially including translated materials, making sure there are accompanying visuals to back up the messaging, ensuring diversity in photography or illustration, etc. 

Inclusive Language

Why is inclusive language important? Striving to use inclusive language means avoiding any terms that could reinforce stereotypes, or unintentionally discriminate. This should apply to both written and spoken communication. Some ways you can do this include:

• Avoid gendered language – such as ‘the guys’, ‘chairman’ or ‘cleaning ladies’.
• When referring to gender, your language should not assume a binary view – so rather than using terms such as ‘both genders’ you should refer to ‘all genders’.
• Ask people what their preferred gender pronouns are – and respect them. Alongside binary gender pronouns, such as he or she, many people prefer non-binary pronouns such as they or ze. Some workplaces include this information on email signatures, so that new contacts are instantly aware of those preferences.
• Avoid language which discriminates in terms of age – such as ‘fresh out of college’. 
• When referring to disability, do not use phrases with negative implications such as ‘suffers from’ or ‘afflicted by’.
• In most cases, use person-first language – ‘person with disability’ rather than ‘disabled person.’ However, within the autistic community, identity-first language – autistic person rather than person with autism – is generally preferred. 

If you are in doubt as to how a person would like to be described, ask them. This shows consideration and will avoid unintentionally alienating or offending someone.

Neurodiversity and Communication

It is estimated that around 1 in 7 people are neurodivergent. This means that their brains process and interpret information differently to the majority of the population. This includes autistic individuals, in addition to people with specific learning difficulties (attention hyperactivity deficit disorder (ADHD), dyslexia, dyspraxia, dyscalculia and dysgraphia) and Tourette’s syndrome. 

Neurodivergence should be viewed as a difference to be supported rather than as an impairment. Part of that support should come through inclusive communications.

No two individuals are the same – this is true for both neurotypical and neurodivergent people. Each autistic person, for example, will have different communication differences and experience different strengths and challenges. This means that any adjustments to communication should be based on that individual’s particular needs. 

However, as an organisation, you can create a workplace culture which supports neurodivergence and ensures everyone is aware of how to make their communications more inclusive for neurodivergent colleagues. Our Autism Awareness course would be useful for anyone wanting to know more about how to support autistic individuals in the workplace.

Some general tips include:

• Be clear and concise in what you communicate – break instructions into chunks.
• Don’t expect ‘small talk’ – many (but not all!) neurodivergent people find this difficult and confusing.
• Be specific – for example, don’t say ‘later’ or ‘soon’. Give a definite time or date. 
• Avoid metaphor, sarcasm or idiom – such as ‘let’s smash this’ or ‘you’re a star’. Some neurodivergent individuals interpret language very literally.
• Adjust your expectations regarding the meaning behind some non-verbal communication – don’t be offended if a handshake is not offered, or eye contact is inconsistent.
• Adjust your expectations regarding listening – some people may need to interject, interrupt, fidget or move.
• Do not ask ‘open’ questions – for some neurodivergent people, these bring too much uncertainty and they respond better to questions with concrete answers.
• Use visuals to reinforce spoken communication.
• Make your written communication dyslexia-friendly (consider fonts and backgrounds, etc.).

Everyday Inclusive Workplace Communication

The following tips can help you to promote inclusive communication as part of some everyday business activities.

Recruitment 

Considerations could include:

• Making documentation available in a variety of accessible formats – including in languages other than English and Braille.
• Making sure written information is clear, concise, accurate and, where possible, supported by visuals.
• Offering alternatives to traditional interviews. Video interviews, pre-recorded presentations or trial days can sometimes support those who have communication differences around social interaction.
• Ask candidates if they require any specific adjustments – such as a BSL interpreter at interview.

Meetings 

Considerations could include:

• Allowing staff to choose how they attend – in person or remotely.
• If questions are invited, allowing these to be submitted in a variety of ways (verbally, written, etc).
• Making sure the venue is accessible – consider any visual, auditory and other sensory implications. 

Presentations

Considerations could include:

• Providing a BSL interpreter.
• Recording the presentation so people can access it at a later point, and repeatedly if they wish too.
• Allowing team members to attend remotely.
• Making sure printed material is available alongside an on-screen presentation. Providing translated material if needed.
• Being mindful of any social interaction expectations which might be challenging for some colleagues.

Inclusive Leadership

As a manager or leader, you have responsibility for promoting inclusive communication styles, for making workplace expectations clear and for creating a welcoming and open culture in your organisation.

It is important that you engage with your team and get regular feedback relating to inclusion. This helps to make you aware of any concerns they may have, and enables you to take steps to address them.

Inclusive Communication Skills & Strategies

Inclusive communication in your workplace could encompass a wide range of specific examples. By applying some of the general principles already covered, and working to develop and apply the following skills, you should feel confident to promote inclusive communication in a wide range of workplace contexts. 

Develop Empathy

Developing empathy for others will help you to establish more effective relationships. By trying to see things from others’ perspectives, you are more likely to recognise when communication might not be inclusive, and therefore be able to respond. When we understand somebody better, we can communicate with them more effectively. This results in greater clarity, enriched relationships, increased productivity and improved wellbeing for all.

Practise Active Listening

Active listening can help you to develop empathy and is a key communication skill. It involves really concentrating on what the other person is trying to communicate – without focussing on what you want to say next, or bringing any judgement or preconceived ideas. Our Hub article, How to Improve Active Listening in Communication has further details on how to build this skill. 

Adopt a Growth Mindset

By recognising that there is always something to learn about being more inclusive in our communications, you can grow through mistakes and strive to improve. This is essential as language and communication does not stand still but develops. Adopting a growth mindset will allow you to do the same. 

In conclusion, inclusive communication is essential for creating an inclusive workplace, where everyone feels valued and can bring a diverse range of skills and qualities to your organisation. By recognising that individuals may have different communication styles and needs, alongside embedding general principles such as inclusive language, active listening and empathy, you can make sure that inclusive communication is promoted in your workplace.

Further Resources:

• How to Improve Active Listening in Communication
• Transferable Skills: What Are They and Why Are They Important?
• Communication Skills Training
• The Importance of Team Building Activities in the Workplace
• How Does Dyspraxia Affect Adults?
• How to Help Others Promote Diversity, Equality and Inclusion
• Equality, Diversity and Inclusion Policies in the Workplace: Free Template
• What is the Importance of Effective Communication in the Hospitality Industry?
• Importance of Respect in the Workplace

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This article will discuss what is meant by inequalities in health and social care, the reasons for them, and how they can be addressed. We will look in particular at the effects of inequalities on end of life care and how this can be approached to ensure high quality and inclusive care and support are provided. 

What are Inequalities in Health and Social Care?

Within the health and social care sector, inequalities can appear as the differences in the care and support received by a person and a lack of accessibility to certain services and treatments. There can be many reasons for this and we shall explore them further throughout this article, but geographical location, wealth status, health status, and a range of social factors can all be causes of inequalities. 

For example, if a couple are struggling to conceive, their options for receiving treatment on the NHS vary depending on where they live, and whether either individual already has children. There may be the option to pay for treatment, but this in itself creates inequalities in health care as it means access is dependent on financial status. 

Inequalities can stem from a lack of understanding when it comes to an individual’s personal needs and the needs of different community groups as a whole, particularly those in deprived areas. Regardless of a person’s age, ethnicity, sexual orientation, gender identity, disability, religion, employment, financial status, country of birth or social circumstances, everyone should be treated equally. 

The World Health Organisation (WHO) states ‘health inequities are differences in health status or in the distribution of health resources between different population groups, arising from the social conditions in which people are born, grow, live, work and age. Health inequities are unfair and could be reduced by the right mix of government policies’. 

With this in mind, Public Health England (PHE) have produced publicly accessible statistics on health inequalities since 2017. Their vision, as set out by the Public Health Outcomes Framework, is ‘to improve and protect the nation’s health and wellbeing and improve the health of the poorest fastest’ and their main indicators of success are an ‘increased healthy life expectancy and reduced differences in life expectancy and healthy life expectancy between communities’. 

The latest health inequalities statistics published clearly indicate differences between the most and least deprived areas in England when it comes to outcomes. These show that those in the most deprived areas are; four times more likely to die prematurely from cardiovascular disease, over two times more likely to die from cancer, have almost double the amount of suicides and a life expectancy of between seven and nine years less compared to those in the least deprived areas. 

Health Inequalities in Health and Social Care

The NHS defines health inequalities as being ‘the preventable, unfair and unjust differences in health status between groups, populations or individuals that arise from the unequal distribution of social, environmental and economic conditions within societies, which determine the risk of people getting ill, their ability to prevent sickness, or opportunities to take action and access treatment when ill health occurs’. 

Some factors that make people more susceptible to health inequalities include:

• Dementia.
• Mental health issues.
• Learning disabilities.
• Old age.
• Behavioural issues.
• Having conditions other than cancer.

It may not be that individuals face inequalities because of any prejudice or ill treatment as such, it can be because the information or services they require are unsuitable and inaccessible for their individual needs and requirements. 

Want to Learn More?

Why not learn more about providing equal, safe and inclusive care with our Equality and Diversity and Safeguarding Training Courses?

Social Inequalities in Health and Social Care

As shown earlier by the statistics mentioned and the all encompassing definition of health inequalities provided by the NHS, social inequalities and health and wellbeing outcomes are intrinsically linked. There are several social factors that can lead to inequalities in health, some of which include:

• Lifestyle – such as drinking and smoking habits, diet, drug intake etc.
• Employment status – being unemployed, over working or type of occupation.
• Leisure opportunities – chances to de-stress, take a break or have a holiday.
• Education – a lack of education can make it harder to gain other opportunities and make it harder to understand how to achieve good health and wellbeing.
• Family background – many choices that lead to poor health choices and circumstances come from learning behaviours from those around us.

How societies are formed and function is influenced by many factors. The reasons behind a lack of opportunities and positive outcomes in the most deprived areas is a combination of social, economic, political and environmental issues. The beliefs and values held and an unequal opportunity to access the same services, resources and influences as those in the least deprived areas, all contribute to social inequalities in health and social care.

What are the Effects of Health Inequalities on End of Life Care? 

End of life care can be affected by inequalities in many ways, some examples include:

• Not being able to access the preferred location to die in, such as at home or in a hospice.
• Additional distress being caused to the patient and loved ones when their needs and wishes are not being met.
• A patient not being able to or not being given the opportunity and resources to express themselves.
• Being treated unfavourably due to race, religion, sexuality, disability etc. 
• Insufficient pain management.

Those are just a few examples and it is important to remember that we all have a right to die well and with dignity, to have our options explained to allow for sufficient planning where possible, and to receive personalised quality care that supports both the dying person and those around them. 

How to Address Inequalities in End of Life Care

For systemic change, inequalities need to be addressed in a collaborative way. This involves actions, such as policy changes to tackling social and economic issues and supporting the needs of the most deprived communities first. Meeting the education, employment and housing requirements of struggling communities can help to narrow the gap and ensure more equal health and wellbeing outcomes for all. 

As a healthcare worker there are ways to address inequalities directly, such as: 

• Ensuring all staff training is up to date.
• Making the time and effort to understand an individual’s needs and preferences.
• Practising effective communication tailored to the individual.
• Actively listen.
• Treating all patients, colleagues and loved ones with equal respect.
• Reporting any instances of discrimination within the workplace.

How to Prepare for a Different Ending 

A different ending was the name given to a CQC review on end of life care, its purpose being to identify and address the inequalities people face in end of life care. They chose to talk to people in certain groups to establish how the individuality of their group and/or circumstances, may be a barrier to receiving personalised, high quality end of life care. The groups they chose to speak to included:

• People with conditions other than cancer.
• Older people.
• People with dementia.
• People from black and minority ethnic (BME) groups.
• Lesbian, gay, bisexual and transgender people.
• People with a learning disability.
• People with a mental health condition.
• People who are homeless.
• People who are in a secure or detained setting.
• Gypsies and Travellers.

The report showed that the feedback from the loved ones of those that had died received a more personalised approach and a good level of care if they felt listened to and understood. Those who felt their loved ones’ needs were not met mentioned a lack of understanding from staff over their beliefs, and that there was not enough effort made to learn their individual preferences and wishes.

The findings highlight that the best way to prepare for an equal, dignified and personalised end of life process is through discussion, respect and understanding and training, which are all underpinned by effective communication.

End of Life Communication Guidelines

As a health care worker, discussing end of life care with patients and their loved ones requires you to have the right guidance and training to ensure communication is done with sensitivity, empathy and in an effective way. Having difficult conversations, such as delivering bad news, discussing the dying process and talking about a person’s wishes and preferences for their final stages of life can be a challenging time for all involved. 

Remember everyone is different and it is important to consider and respect the individual’s preferences, decisions, values and beliefs when it comes to if, how, where and when they want to talk about their end of life journey, do not push someone to talk.

A few ways health workers can aid a conversation with patients, include:

• Trying to provide an environment that is appropriate for the kind of discussion you wish to have, private and quiet and somewhere free from distractions. 

• Making sure you understand their preferred method of communication and are aware of any barriers to communication that may be present, such as a sensory or cognitive impairment. 

• Introducing yourself with your name and your job role when meeting someone for the first time. 

• Speaking in plain language, avoid saying things like ‘moving on’ or ‘passing away’, it is better to be clear and say ‘dying’ to avoid any confusion. 

• Trying to make people feel at ease with your body language, uncross your arms and legs so you have an open posture. 

• Making sure they understand the information being given, provide additional resources that they can look at in their own time if they would like to, this may be leaflets or website information. 

Addressing inequalities in health and social care is vitally important to ensure better health and wellbeing outcomes for us all, regardless of our personal circumstances. End of life care must be free from inequality so that those in their last stages of life can receive high quality dignified care. 

Further Resources:

• Equality and Diversity in Health and Social Care Training Course
• Dementia Awareness Training Course
• Promoting Effective Communication in Health and Social Care
• Champions in Healthcare: Role and Responsibilities
• Guidance on Complaints Procedures in Health and Social Care
• Defining the Different Types of Discrimination in Health and Social Care
• How To Promote Equality & Diversity in Health & Social Care
• What are Gender Health Inequalities?
• Ensuring Human Dignity and Respect in Nursing: A Checklist
• What to Expect From a CQC Inspection
• Epilepsy Awareness Training

The post What are Inequalities in Health and Social Care? appeared first on The Hub | High Speed Training.

This article looks at how we can increase that inclusivity for children and young people who identify as LGBTQ+ (lesbian, gay, bisexual, trans, queer/questioning, and other sexual and gender identities).

In this article we will look at what issues might be facing LGBTQ+ children and young people at school, strategies to provide support for those issues, and how to establish a more inclusive whole-school culture and curriculum.

LGBTQ+ Issues in School

Government research shows that the experiences of individuals who identify as LGBTQ+ are still disproportionately difficult within UK society. The resulting government action plan highlighted the importance of improving educational experiences for LGBTQ+ young people.

Whilst some schools are providing LGBTQ+ young people with a supportive environment, where they feel safe and respected, unfortunately this is not everyone’s experience.  

Recent research by Just Like Us revealed that:

• Only 58% of LGBTQ+ pupils have felt safe at school on a daily basis in the past 12 months, compared to 73% of non-LGBTQ+ pupils.
• Only a third of LGBTQ+ pupils say there is a clear process for reporting anti-LGBTQ+ bullying in their school.
• 48% had not seen any positive messaging about being LGBTQ+ from their school in the last 12 months.
• LGBTQ+ young people are three times more likely to self-harm and twice as likely to have depression, anxiety, and panic attacks, as well as to be lonely and worry about their mental health on a daily basis.
• LGBTQ+ young people (68%) are twice as likely to contemplate suicide than their non-LGBTQ+ peers (29%).

These issues are not only found in secondary schools. A report on homophobic bullying found that in primary settings:

• Seven out of ten primary schools teachers reported hearing the use of homophobic language, such as “that’s so gay” or “you’re so gay”.
• Almost half of respondents reported that their pupils were experiencing homophobic bullying. Respondents often linked this to gender stereotyping, with children being victimised for not conforming to their peers’ notions of gender roles. 

As these findings show, for many young LGBTQ+ people, school can be a negative experience which impacts on their self-esteem and mental health.  

Want to learn more?

Our Child Mental Health Training provides you with a detailed understanding of child mental health, including how to identify and support a child who may be struggling, and how to promote positive mental health and wellbeing. 

There is a danger that such children will become disengaged with education and not fulfil their potential.  

However, as the Stonewall School Report 2017 confirmed, pupils who are taught positively about LGBTQ+ issues are much more likely to feel welcome, included, and experience higher levels of both attainment and wellbeing.  This means that, as educators, we have the power to improve those figures mentioned above.

What is LGBTQ+ Inclusion?

Positive reinforcement, through inclusion, can help shape how young people feel about themselves and how they view others. Encountering diversity and inclusivity at school is critical, as it is during these years that we learn most about ourselves and the world around us. 

By embedding a culture of positive messaging and curriculum visibility regarding LGBTQ+ identities and issues, it will not only promote the wellbeing of those who identify as such, but also promote empathy, tolerance, and respect throughout the school population.  

By teaching children to be good LGBTQ+ allies from a young age, schools can help tackle the homophobic, biphobic, and transphobic discrimination that is unfortunately still present in society.

Legal Requirements

Providing an inclusive educational experience for LGBTQ+ children and young people, or those with LGBTQ+ family members, is not a ‘nice to have’ – it is a legal responsibility which schools need to fulfil.

Gender reassignment and sexual identity are among the nine protected characteristics under The Equality Act 2010. Under the public sector equality duty of this act, schools must have due regard to the need to:

• Eliminate discrimination, harassment, victimisation, and any other conduct that is prohibited by or under the Act.
• Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it.
• Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

Many schools and colleges have already made great strides towards ensuring that their policies, culture and curriculum take this into account. However, with LGBTQ+ children and young people being twice as likely to be bullied than their non-LGBTQ+ peers, there is still work to be done. 

Achieving LGBTQ+ inclusive education consists of two main elements:

1. LGBTQ+ inclusion in the curriculum content.
2. Promoting positive messaging and addressing discrimination within the school culture.

What is an LGBTQ+ Inclusive Curriculum?

Between 1988 and 2003, due to Clause 28, it was illegal for schools in England to “intentionally promote homosexuality or publish material with the intention of promoting homosexuality” or “promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship”. This meant that LGBTQ+ identities and issues were completely absent from the curriculum, with teachers being unable to discuss them.  

The curriculum has come a long way since then. The Relationships Education (primary) and Sex and Relationships Education (secondary) statutory guidelines now include learning outcomes throughout the key stages which reflect the experiences of those who identify as LGBTQ+ and/or those growing up within LGBTQ+ families. It also carries the statutory requirement to make sure that the needs of LGBTQ+ children and young people are appropriately met and that all pupils understand the importance of equality and respect. 

The guidelines state:

• “LGBT content should be fully integrated into schools’ programmes of study for this area of the curriculum rather than delivered as a standalone unit or lesson. 
• All pupils are expected to have been taught LGBT content at a timely point as part of this area of the curriculum.”

However, in order to make sure all pupils are reflected, represented, and helped to reach their full potential, schools should aim to go beyond the statutory curriculum content to promote LGBTQ+ inclusivity.

In September 2021, Scotland became the first country to embed LGBTQ+ inclusive education throughout the curriculum, providing training and resources for teachers to help achieve this.

Top Tips for Creating an LGBTQ+ Inclusive Curriculum

The following strategies and tips can be used, in addition to the statutory RSE content, to help embed inclusivity throughout the curriculum.

Try to incorporate LGBTQ+ figures and issues in your planning.

• Include aspects of LGBTQ+ history – for example, when studying movements for social reform, include gay rights movements such as Stonewall and Pride. 
• Increase visibility of prominent LGBTQ+ individuals within all areas of the curriculum. When choosing sporting figures, authors, historical figures, scientists, artists, etc. to study, try to ensure visibility of LGBTQ+ figures – consider including Tom Daly, Virginia Woolf, Marsha P. Johnson, Alan Turing, Frida Kahlo, etc., for example. 
• You might include more focused planning around times in the school year that coincide with awareness events such as LGBTQ+ History Month in February or Pride Month in June.  However, do be aware that if these are the only exposure to LGBTQ+ topics then this can lead to a feeling of fragmentation – they need to be part of a whole-school, year-long culture of inclusion.

Challenge gender stereotypes and celebrate difference.

This should be done from day one of an individual’s school journey.  

• In early years and beyond, look at your setting and see if the environment is unwittingly reinforcing any stereotypes. In displays, role play areas, small world toys, reading books, etc., you should strive to avoid gender stereotyping and represent diversity.
• Stereotypes can increase the risk of bullying and abuse. The statutory relationships curriculum seeks to address this by teaching children from a young age about healthy relationships. See our Hub article for further detail.
• Remember to examine your own language and/or expectations. We can often promote messaging that we are perhaps unaware of. Are you treating all pupils the same?  Are your expectations different in terms of behaviour, or activities that will appeal? 

Increase representation in your resources.

This can be done in a variety of ways.  

• Increase children and young people’s access to stories that feature LGBTQ+ characters and narratives. This can be in studied texts, class stories at primary level, and in the books available in libraries for children to read for pleasure.
• When writing resources, such as mathematics problems, include references which reflect LGBTQ+ experiences. For example, Ash ate one quarter of a pizza.  Ash’s mums then shared the rest. What fraction of the pizza did they each eat? Incorporating such scenarios into problems, foreign language vocabulary and practice conversations, or reading comprehension is a very simple way to include diverse experiences in everyday resources.

Stonewall have produced some detailed ‘Getting Started’ guides for different age groups with practical guidance on building an LGBTQ+ inclusive curriculum. These can be found here along with other teaching resources.

How to Support LGBTQ+ Students in School

Here we will consider some strategies for the second strand of LGBTQ+ inclusion: promoting positive messaging and addressing discrimination within the school culture.

Have the relevant policies in place.

• Make sure that you communicate the school’s commitment to preventing discrimination, including anti-LQBTQ+ bullying (online and offline) within the relevant policies – anti-bullying, behaviour, online safety, and safeguarding policies. Some schools may also have a dedicated LGBTQ+ policy. 
• Share policies regularly with staff, pupils, and parents or carers.
• Ask parents, carers, and pupils to sign up to the anti-bullying policy and include details regarding your expectations that they treat everyone equally and with respect in any home-school agreements.

It is a requirement that all prejudice-based incidents are recorded, and need to be shared with Ofsted during any inspection.

Promote a zero-tolerance attitude to homophobic bullying and language.

• Have clear anti-bullying procedures in place. Ensure children know how they can report incidences of bullying, and feel that it will be taken seriously. 
• Make sure children know that there are a range of trusted adults they can go to for support.
• Establish peer support in the form of anti-bullying ambassadors to give children an opportunity to access support in a different way.
• Have a consistent approach to recording and dealing with any incidents.  Make sure all staff are aware of the procedure and that they respond to every incident. 
• For incidences of homophobic language, preparing a ‘script’ of responses may help staff.
• Teach children, in age-appropriate terms, what words such as ‘gay’ actually mean. This helps to reinforce that these are not words to be used in a derogatory manner. Stonewall’s Getting Started Guides include useful glossaries of LGBTQ+ terms – separated into definitions for staff and age-appropriate explanations. 

Unfortunately, many children may come across the use of this kind of language at home or outside of school. It is therefore vital that, within school, children are taught that using homophobic language is unacceptable.

Staff should also be aware that many young people who do not identify as LGBTQ+ are still subject to anti-LGBTQ+ bullying because they do not conform to their peers’ expectations of non-LGBTQ+ identities. 

Support and train staff.

• Staff should be empowered to support LGBTQ+ young people, and to make their own practice LGBTQ+ inclusive. This may include accessing training in order that they feel confident in their own LGBTQ+ awareness, or specific training, for example, to address homophobic bullying.   
• Many school staff who identify as LGBTQ+ do not do so openly within their workplace. By making the school LGBTQ+ inclusive for staff as well as pupils, eventually this should lead to young people seeing more LGBTQ+ role models amongst the staff.
• Many staff feel that communication with parents – especially if some parents are not open to the idea of LGBTQ+ education or inclusion – is something that they could use support with. By ensuring your staff are knowledgeable about the school’s policies, the legal requirements regarding equality, the statutory basis for curriculum content, and the reasons behind the promotion of tolerance and respect for all, they should feel empowered to respond to parents.

Establish LGBTQ+ student organisations.

Setting up groups for young people to come together in a safe space can have a positive effect on individuals. Once the organisation is set up, they can provide valuable pupil voice feedback as to what they are experiencing in school and any recommendations for improvements.

Signpost Support.

As part of the government’s ‘LGBT action plan’, schools should make sure they signpost support for LGBTQ+ young people, who may be experiencing bullying or wellbeing issues. This signposting should ideally be through a variety of media – including posters on notice boards, details on school websites, etc.

It should include details of support that young people can access in school, as well as outside of school.  

The Trevor Project

The Trevor Project provides an online space where young LGBTQ+ people can access information and support 24/7. They have access to trained counsellors and provide crisis intervention and suicide prevention services to young people under 25.

Improving the experience of young people who identify as LGBTQ+ should be a priority in all schools. Whilst many schools are making progress towards that goal, it is clear that we still have a long way to go. It’s important to raise awareness of LGBTQ+ issues, take consistent measures to ensure positive whole-school cultures, and ensure appropriate representation within the curriculum. 

Further Resources:

• Equality and Diversity Training Course
• LGBTQ+ Awareness Training
• The UK History of LGBTQ+: A Timeline of Important Events
• LGBT Awareness Quiz
• What is Inclusive Practice?
• Educational Bias: How to Avoid Bias in the Classroom
• How to Promote Positive Mental Health in Schools
• How to Promote Equality, Diversity & Inclusion in the Classroom

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