Opening doors: How representation shapes opportunity

Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession.

By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action.

Background

Growing up as the youngest of four in a second-generation British Pakistani family shaped who I am today. My mum was fiercely independent and believed education was the key to opportunity—especially for women. Her conviction became my compass. I embraced every chance to learn and grow, determined to represent my community and empower others from underrepresented backgrounds.

My journey into teaching

The lack of Asian female representation in teaching motivated me to challenge stereotypes and become a role model. I studied law at Warwick University and worked as a Warwick ambassador, visiting schools in deprived areas. These experiences opened my eyes to the difference I could make in young people’s lives, and that inspired me to pursue teaching as a career.

Barriers I faced

My journey was not without challenges. Cultural expectations placed pressure on me to balance family responsibilities with work. During my teacher training, I experienced racism, including being asked by a headteacher to remove my headscarf. Thankfully, advice from a university director helped me set boundaries and assert my rights.

Teaching was not actively promoted as a career option for law graduates, which meant I had to find my own way. Raising a young family while carrying the majority of parenting responsibilities delayed my return to teaching. Eventually, I found success through a school-centred initial teacher training route that offered flexibility and allowed me to balance training with parenting.

Career progression

Over time, my professional identity evolved. I moved from focusing on classroom practice to understanding the broader impact of leadership on systems and school culture. My progression was largely driven by a desire to serve as a stronger role model for my community, as I rarely saw senior leaders from my background, alongside a commitment to driving inclusion and equity.

I invested in my development by completing a headship qualification and pursuing a Masters in Educational Leadership. These experiences shaped my evidence-informed approach to school improvement. Today, I advocate for equality and social justice through union work and national conferences, empowering others and lowering barriers for ethnic minorities and women.

Impact initiatives

During my time in senior leadership roles, I implemented strategies to reduce the attainment gap, which I then continued to develop and strengthen in my role as a headteacher. These include:

Introducing culturally rich experiences for disadvantaged students, such as trips to the Houses of Parliament and Warner Studios, to strengthen identity and belonging. Improving attendance using relational and early help models aligned with Education Endowment Foundation guidance, which Ofsted recognised. Revising behaviour policies to focus on self-regulation and safeguarding informed by lived experience, moving away from punitive measures. Ensuring universal access to nutrition by providing breakfast and fruit daily for all students, with plans to extend this to milk. Balancing leadership and parenting

Balancing leadership responsibilities with parenting has been challenging. Leadership often extends beyond standard working hours, but I have learned to set boundaries and prioritise family activities. My husband, family, and friends have been invaluable support systems, alongside professional mentoring and education support sessions. I have come to accept that balance requires flexibility and compromise depending on the season.

Reflections on representation and sector narratives

I believe the education sector needs more active headteachers from diverse backgrounds to have a voice. Representation is not just about visibility—it is about influence. The Department for Education must continue to promote diversity and retention so that leadership reflects the communities we serve. When diverse leaders are at the table, we can challenge stereotypes, shape policy, and create systems that work for everyone.

My advice for aspiring leaders

If you come from an ethnic minority or underrepresented background, value your lived experience—it is an asset, not a barrier. Take opportunities even before you feel ready, seek feedback, and invest in professional development. Build strong networks of mentors and supportive colleagues. Most importantly, remember that representation matters. By stepping into leadership roles, you open doors for others and change perceptions of what is possible.

High-quality training

We want to ensure all teachers have access to high-quality training in the areas that matter most to teaching and learning. National Professional Qualifications (NPQs) are flexible professional development courses. They help teachers and leaders develop the knowledge and skills needed to provide strong leadership, improve their settings, and drive better pupil outcomes.  

As of July 2025, there have been over 130,000 funded NPQs started since the reforms in autumn 2021, reaching over 19.9% of the teacher workforce.

The Department for Education (DfE) pays the NPQ course fees of some teachers and leaders. This is called scholarship funding. Guidance on funding for the autumn 2026 NPQ cohort will be published in spring 2026, however you can register your interest for email updates to find out when registration reopens.

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Read related stories from further education educators — visit the dedicated resource hub.

https://teaching.blog.gov.uk/2026/04/13/opening-doors-how-representation-shapes-opportunity/

seen at 10:46, 13 April in Teaching.