Nineteen years as a school governor has taught me one thing above all else: schools thrive when every child feels seen, valued and represented.
For almost two decades, I have had the privilege of serving as a school governor. During that time, education has transformed. Our classrooms are richer, more diverse and more multicultural than ever before. Children bring with them different languages, cultures, faiths, experiences and identities that strengthen our schools and enrich learning for everyone. Yet one question continues to concern me.
Who is making the strategic decisions around the board table?
Across England, our governing boards remain overwhelmingly White, despite the growing diversity of our pupils. Nationally, only around 5–6% of school governors come from ethnically diverse backgrounds, while around one-third of pupils are from ethnically diverse communities. In many schools there are no ethnically diverse governors at all. This matters. Not because governors should be appointed because of their ethnicity. But because schools deserve governing boards that benefit from a wide range of experiences, perspectives and understanding.
The reality we cannot ignore
In recent months I have spoken with parents, teachers, school leaders and, most importantly, children. I have listened to stories that no child should experience.
- Children being called racist names.
- Parents feeling unheard when reporting racist incidents.
- Staff experiencing discrimination from parents, colleagues or members of the public.
- Communities feeling increasingly divided.
Alongside these conversations, social media has become flooded with reports from teachers describing an increase in racist language and behaviour in schools. News reports from across Greater Manchester have also highlighted incidents of hate crime, racism and growing tensions affecting local communities. These experiences remind us that racism is not something happening somewhere else it is affecting children, families and educators in our own boroughs. Schools cannot solve racism alone. But they can lead the way.
Representation is about better governance
One of the biggest misconceptions about governance is that governors manage schools.
- We don’t.
- Our role is strategic.
- Great governors ask questions.
- They hold leaders to account.
- They ensure public money is spent wisely.
- They shape vision and values.
- They scrutinise data.
- They challenge inequality.
- They make sure every child has the opportunity to flourish.
When governing boards include people with different life experiences, different cultures and different perspectives, those conversations become richer.
- Different questions are asked.
- Blind spots are identified.
- Assumptions are challenged.
- Decisions improve.
Research consistently shows that diverse boards make better decisions because they consider issues from multiple perspectives rather than a single viewpoint.
Children notice who is around the table
Representation matters. Imagine being a child who has never seen someone from their community in school leadership. Never seeing someone who understands their lived experiences. Never seeing someone who shares aspects of their identity helping shape the future of their school. Governors may not work in classrooms every day, but children notice who attends school events, asks questions, celebrates achievements and champions inclusion.
Representation sends a powerful message. It says:
“You belong here.”
“Your experiences matter.”
“Your voice deserves to be heard.”
Diversity is not only about race: Good governance values diversity in all its forms.
- Age.
- Disability.
- Gender.
- Religion.
- Sexual orientation.
- Socio-economic background.
- Professional experience.
- Different ways of thinking.
- Ethnic diversity is one important part of this picture.
But when one perspective dominates decision-making for decades, opportunities for innovation and understanding are inevitably lost.
The leadership gap
Although our teaching workforce is becoming more diverse, senior leadership and governance have not kept pace. Many schools now educate highly diverse pupil populations while leadership teams and governing boards remain far less representative. That disconnect should encourage reflection rather than defensiveness.
- How can governing boards fully understand the barriers some families face if nobody around the table has lived those experiences?
- How can boards effectively challenge inequalities if those inequalities remain invisible?
These are not criticisms.
They are opportunities.
An opportunity to build stronger governance.
An opportunity to strengthen trust with communities.
An opportunity to improve educational outcomes.
My message to ethnically diverse communities
If you’ve ever thought,
“I’m not experienced enough.”
“I don’t understand education.”
“Governance isn’t for someone like me.”
Please think again.
- Schools need accountants.
- Parents.
- Engineers.
- Health professionals.
- Entrepreneurs.
- Community leaders.
- Young professionals.
- Retired professionals.
- People who ask thoughtful questions.
- People who care.
- People with lived experience.
- People prepared to listen.
- You do not need to be a teacher.
- You do not need to have children in school.
- You do not need decades of educational experience.
- You simply need a commitment to making education better for every child.
- Training is provided.
- Support is available.
- Experienced governors will help you.
The most valuable thing you can bring is your perspective.
Strategic influence that changes lives
Governors influence far more than many people realise.
- They can ask how racist incidents are recorded and analysed.
- They can challenge disproportionate exclusions.
- They can scrutinise attainment gaps.
- They can review recruitment practices.
- They can ensure staff receive meaningful equality training.
- They can ask whether the curriculum reflects Britain’s rich diversity.
- They can monitor whether pupils feel safe and included.
- They can hold leaders accountable for creating cultures where everyone belongs.
This is not operational work. It is strategic leadership. And it changes lives.
My challenge to governing boards
If your board does not reflect the community your school serves, ask why.
If the same voices have occupied the table for years, ask who is missing.
If vacancies arise, consider where and how you recruit.
Look beyond existing networks.
Reach community organisations.
Faith groups.
Professional associations.
Youth organisations.
Local businesses.
Parents from every community.
Representation will not improve unless recruitment changes.
Looking forward
After nineteen years as a governor, I remain optimistic. Every governing board I have served on has wanted the very best for children. That commitment is not in doubt. But good intentions alone are no longer enough.
Our schools are changing.
Our communities are changing.
Governance must change too.
The next generation deserves governing boards that understand the richness, complexity and diversity of modern Britain.
Not because diversity is fashionable.
Not because it is politically convenient.
But because every child deserves to know that the people shaping their education understand the communities they serve.
If you are from an ethnically diverse background and have ever wondered whether you could make a difference, let me answer that for you.
Yes, you can.
Our schools need your voice.
Our governing boards need your insight.
And our children deserve nothing less.