{"id":1208,"date":"2026-09-08T16:34:38","date_gmt":"2026-09-08T16:34:38","guid":{"rendered":"https:\/\/blog.equalityanddiversity.co.uk\/?p=1208"},"modified":"2026-09-08T16:34:39","modified_gmt":"2026-09-08T16:34:39","slug":"have-your-say-equality-act-guidance-for-schools-is-under-review","status":"publish","type":"post","link":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/2026\/09\/08\/have-your-say-equality-act-guidance-for-schools-is-under-review\/","title":{"rendered":"Have Your Say: Equality Act Guidance for Schools Is Under Review"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">The Equality and Human Rights Commission (EHRC) is consulting on updated technical guidance designed to help schools understand and apply their responsibilities under the Equality Act 2010.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The consultation opened on 10 June 2026 and closes on 30 September 2026. Separate draft guidance has been produced for schools in England, Scotland and Wales, reflecting the different education systems in each nation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This is an important opportunity for education professionals, equality specialists, representative organisations, parents, carers and others with relevant experience to help shape the guidance that schools will use across Great Britain.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Why does this guidance matter?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Equality law affects decisions made throughout a pupil\u2019s experience of education. It influences how schools approach:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Admissions<\/li>\n\n\n\n<li>Suspensions and permanent exclusions<\/li>\n\n\n\n<li>Discrimination, harassment and victimisation<\/li>\n\n\n\n<li>Support for disabled pupils<\/li>\n\n\n\n<li>Reasonable adjustments<\/li>\n\n\n\n<li>Access to facilities, benefits and services<\/li>\n\n\n\n<li>The treatment of pupils with different protected characteristics<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">The updated guidance is intended to explain schools\u2019 existing legal obligations under the Equality Act 2010. The consultation is not creating new legal duties. Instead, it asks whether the guidance explains the current law clearly, accurately and practically and where greater clarification or stronger examples may be needed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Good guidance should enable school leaders, teachers, governors and support staff to translate legal responsibilities into fair, inclusive and consistent everyday practice.<strong><br><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>From legal language to lived experience<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Technical guidance must be legally accurate, but accuracy alone is not enough. It must also help people make sound decisions in complex, real-world situations. Schools need guidance that helps them recognise when apparently neutral rules could disadvantage particular groups of pupils. They also need clear examples showing how equality considerations should inform decisions about behaviour, attendance, uniform, school trips, access to learning, exclusions and the provision of support.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>For example,<\/strong> can staff confidently distinguish between treating every pupil in exactly the same way and treating pupils equitably? Do they understand that achieving equality may require different or additional support for a disabled pupil? The duty to make reasonable adjustments is particularly important. Schools must anticipate barriers faced by disabled pupils rather than waiting until a pupil has already experienced exclusion or disadvantage. The EHRC\u2019s draft guidance includes a dedicated chapter on <a href=\"https:\/\/www.equalityhumanrights.com\/guidance\/technical-guidance-schools-consultation\/schools-england-technical-guidance-consultation-6\">reasonable adjustments for disabled pupils<\/a>. The final guidance must be sufficiently clear to help schools move from responding to individual difficulties towards identifying and removing barriers proactively.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Whose voices need to be heard?<\/strong> The EHRC is particularly seeking feedback from:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>People working in education<\/li>\n\n\n\n<li>Equality, diversity and inclusion specialists<\/li>\n\n\n\n<li>Representative and professional organisations<\/li>\n\n\n\n<li>People who use equality guidance in practice<\/li>\n\n\n\n<li>Those who can identify where the guidance may not reflect real-life situations<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">However, the experiences of pupils, parents and carers are also essential. Those most affected by discriminatory policies, inaccessible environments or inconsistent decision-making can offer valuable insight into where written guidance may fail to address what happens in practice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Meaningful consultation should include people whose voices are too often overlooked, including disabled and neurodivergent pupils, pupils from racially minoritised communities, LGBT+ pupils, pupils of different religions or beliefs, care-experienced children and families facing social or economic disadvantage.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">An intersectional approach is equally important. Pupils do not experience their identities or barriers in isolation. A disabled Black pupil, for example, may experience school policies differently from a white disabled pupil. A pupil\u2019s sex, race, disability, religion, sexual orientation or gender reassignment may interact with poverty, caring responsibilities, language and other aspects of their circumstances.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Questions schools and organisations should consider<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When reviewing the draft guidance, it may be helpful to ask:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Is the language clear enough for school staff who are not equality-law specialists?<\/li>\n\n\n\n<li>Do the examples reflect the diversity and complexity of contemporary school communities?<\/li>\n\n\n\n<li>Does the guidance clearly explain the difference between equality and identical treatment?<\/li>\n\n\n\n<li>Is there sufficient practical information about anticipatory reasonable adjustments?<\/li>\n\n\n\n<li>Will the guidance help schools recognise indirect discrimination and institutional barriers?<\/li>\n\n\n\n<li>Are disability and neurodiversity addressed accurately and respectfully?<\/li>\n\n\n\n<li>Does the guidance adequately reflect intersectional experiences?<\/li>\n\n\n\n<li>Are the sections on admissions, exclusions, harassment and access to services sufficiently clear?<\/li>\n\n\n\n<li>Could any part of the guidance be misunderstood or applied inconsistently?<\/li>\n\n\n\n<li>What additional scenarios, definitions or examples would make the guidance more useful?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Schools may also wish to involve governors, trustees, SEND or additional-support staff, safeguarding leads, pupils and parent or carer groups in developing their response.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>This is an opportunity to influence practice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Equality guidance should not sit unread on a website or be treated as a document relevant only when a complaint is made. It should support confident leadership, preventative action and fair decision-making.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Clearer guidance can help schools identify barriers earlier, improve policies and strengthen accountability. Most importantly, it can contribute to school environments in which every pupil is respected, included and able to participate.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The quality of the final guidance will depend partly on the range of experiences and expertise contributed during the consultation. If you work in education, support children and families, specialise in equality or have relevant lived experience, this is an opportunity to help ensure the guidance is legally sound, accessible and rooted in the realities of school life.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Take part before 30 September 2026<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The consultation closes on <strong>30 September 2026<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Before responding, make sure you read the draft guidance for the nation relevant to you:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.equalityhumanrights.com\/guidance\/technical-guidance-schools-consultation\/schools-england-technical-guidance-consultation-0\">Schools in England technical guidance consultation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.equalityhumanrights.com\/guidance\/technical-guidance-schools-consultation\/schools-scotland-technical-guidance-consultation-0\">Schools in Scotland technical guidance consultation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.equalityhumanrights.com\/guidance\/technical-guidance-schools-consultation\/schools-wales-technical-guidance-consultation-0\">Schools in Wales technical guidance consultation<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Do not assume that someone else will identify the gaps that matter to you or the communities you represent. Read the guidance, consider how it would work in practice and share your evidence, experience and recommendations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Equality in education depends not only on the law itself, but on whether those responsible for applying it understand what meaningful, inclusive and equitable practice requires.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Have your say and help shape guidance that works for every school and every pupil.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Equality and Human Rights Commission (EHRC) is consulting on updated technical guidance designed to help schools understand and apply their responsibilities under the Equality Act 2010. The consultation opened on 10 June 2026 and closes on 30 September 2026. Separate draft guidance has been produced for schools in England, Scotland and Wales, reflecting the [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[22],"tags":[],"class_list":["post-1208","post","type-post","status-publish","format-standard","hentry","category-schools"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Have Your Say: Equality Act Guidance for Schools Is Under Review - Equality and Diversity UK Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/2026\/09\/08\/have-your-say-equality-act-guidance-for-schools-is-under-review\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Have Your Say: Equality Act Guidance for Schools Is Under Review - Equality and Diversity UK Blog\" \/>\n<meta property=\"og:description\" content=\"The Equality and Human Rights Commission (EHRC) is consulting on updated technical guidance designed to help schools understand and apply their responsibilities under the Equality Act 2010. 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The consultation opened on 10 June 2026 and closes on 30 September 2026. Separate draft guidance has been produced for schools in England, Scotland and Wales, reflecting the&hellip;","_links":{"self":[{"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/1208","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1208"}],"version-history":[{"count":1,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/1208\/revisions"}],"predecessor-version":[{"id":1209,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/1208\/revisions\/1209"}],"wp:attachment":[{"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1208"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/categories?post=1208"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/wp-json\/wp\/v2\/tags?post=1208"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}