Governing for Inclusion, Equity and Safeguarding: A guide for school governors

Introduction

Governors play a crucial role in setting the tone of a school’s culture. At a time when hostility toward ethnically diverse people is rising, the responsibility of governing boards to protect, include and champion every member of the school community is greater than ever.

Inclusion is not a “nice to have”; it is a measure of the school’s values and a safeguard for its future. When schools get inclusion right, they get education right. For governors, this means embedding equality, diversity and inclusion (EDI) and anti-racism into the very fabric of decision-making, leadership, and safeguarding.

Key Messages for Governors

1. Inclusion is leadership in action – it is not delegated to one individual (e.g. the SENCO or EDI lead), but must be modelled and upheld by the whole leadership team and governing board.
2. Anti-racism is active, not passive – schools must go beyond “not being racist” to challenging racism wherever it is found, in curriculum, culture, or community.
3. Safeguarding means cultural safety – children, parents and staff must feel safe to show up as their authentic selves without fear of hostility, discrimination or isolation.
4. Communication builds trust – transparent and consistent engagement with parents, carers and staff is essential to reduce fear, increase understanding and build belonging.
5. EDI is a safeguard, not an add-on – embedding EDI across policies, practice and governance protects children and adults from harm and upholds legal duties under the Equality Act 2010.

Safeguarding Actions Anchored in EDI and Anti-Racism

To safeguard children, staff, and parents in this climate, governors should ensure that the following commitments are lived out in practice:

• Visible commitment to anti-racism: Clear policies, publicly communicated, stating zero tolerance for racism and hostility.
• Safe reporting systems: Easy, confidential processes for pupils, staff, and parents to report racist or discriminatory incidents, with transparent follow-up.
• Governance accountability: Governors should scrutinise data on bullying, exclusions, and complaints through the lens of race and ethnicity.
• Cultural safety in safeguarding: Training for staff and governors on how racism and exclusion impact mental health and safeguarding risks.
• Communication with parents: Clear information for families about school commitments to inclusion and anti-racism, particularly in areas where ethnically diverse people are under-represented.

Ten Actions Schools Should Take

To strengthen safeguarding and inclusion, particularly in less diverse communities, schools should:

1. Adopt and publish an anti-racism statement, with clear actions and accountability overseen by the governing board.
2. Train all staff and governors on recognising, addressing, and preventing racism and bias, including microaggressions.
3. Establish safe spaces for children and staff from ethnically diverse backgrounds to share concerns and feel supported.
4. Ensure curriculum representation – review and diversify teaching materials so children see themselves reflected positively.
5. Introduce parent and community forums to strengthen dialogue, build trust, and ensure parents from under-represented groups feel included.
6. Monitor and analyse safeguarding and behaviour data by ethnicity to identify disparities (e.g. in exclusions, detentions, attainment, complaints).
7. Celebrate cultural diversity visibly through events, assemblies, and displays, while avoiding tokenism.
8. Strengthen communication channels – provide clear, accessible reporting routes for parents and carers who may fear speaking up.
9. Ensure recruitment practices at all levels reflect commitments to diversity and fair representation.
10. Champion allyship and bystander training so staff and pupils learn to challenge racism and hostility safely and effectively.

Closing Message

Inclusion and anti-racism must not remain abstract commitments they are lived through the daily experiences of children, parents, carers, and staff.

Governors have the responsibility to ask the difficult questions, hold leaders accountable, and ensure that the school is not just compliant but courageous in standing against hostility and for equality.

When governors lead with vision and commitment, schools become safe, welcoming spaces where every individual belongs and thrives.