Increasing diversity in school leadership: what needs to happen

I recently spoke at a conference about supporting Global Majority Heritage educators into leadership, where I reflected on a challenging question: are we genuinely opening doors to leadership or are we asking people to walk through them and then adapt to unchanged systems?

It’s an uncomfortable question because, despite the education sector talking about diversity in leadership for many years, in too many schools leadership teams still do not reflect the communities they serve.

And those who do make it through often find themselves navigating systems that were never designed with them in mind. Furthermore, and linked to the above, the wider political, social and educational landscape is making this work harder, not easier.

Conversations around diversity, equity and inclusion are becoming more contested. Expectations on schools remain high, but the confidence to act is increasingly fragile. Without clarity and conviction, progress risks slowing or even slipping backwards.

And yet there is still reason for optimism.

I currently serve as chief executive officer of LDBS Academies Trust and vice chair of WomenEd, working to support leadership development and equity across education. There clearly are routes open and there are leaders who remain deeply committed to fairness, opportunity and belonging.

The question, then, is no longer whether this work matters - the question is whether we are prepared to do what it takes to embed it properly to ensure greater diversity in senior roles.

Increasing diversity in school leadership

One element of leadership we must address is how we frame the path to leadership. Often routes to headship, CEO or similar positions are presented as a simple ladder moving upwards. In reality, it is rarely like that.

My career moved across roles including teacher, mentor, assistant headteacher, headteacher, inspector and coach, before I became a chief executive.

Each step brought new challenges and new learning. This was not a ladder. It was a journey that required resilience, self-belief and, at times, the confidence to keep going without a clear map.

If we want more diverse leaders, we must stop simplifying what that journey looks like and be honest about what it is really like to help demystify the process and encourage more educators to see themselves as able to step up, rather than ruling themselves out because of their role or background.

What leadership actually feels like

Leadership is often judged by results and visibility. Far less attention is given to the experience behind it.

The reality is leadership can be demanding, complex and, at times, isolating. It requires difficult decisions and the ability to balance competing expectations.

For women, and particularly those from Global Majority Heritage backgrounds, these pressures can be even greater. There can be assumptions about credibility, scrutiny of style and an unspoken expectation to fit existing norms.

If we only focus on getting people into leadership, therefore, we miss the more important question of what happens when they get there.

The importance of values

As part of this, we also need to think about redefining leadership success and challenging narrow norms and biases in how leaders are identified and developed.

This would benefit the whole system by widening the talent pool, validating a wider range of skills, experiences and leadership styles, and enabling more equitable progression pathways.

In this context, values are not a luxury. They are essential. Integrity matters. Kindness matters. Treating people with dignity, especially when it is difficult, matters. These are not soft choices. They are deliberate, disciplined acts of leadership.

At its best, leadership is not about control. It is about creating the conditions in which others can succeed.

Representation is not the finish line

There has been progress in increasing representation. That should be recognised. But representation alone is not enough.

Being present in leadership is not the same as belonging in leadership. People need to feel able to contribute fully and to lead authentically.

Through my work with WomenEd, I see the difference this makes. The conversation must move beyond who is in the room to how leadership is experienced.

Authenticity is a leadership strength

For those considering leadership, particularly those who may not see themselves reflected in current structures, there is a clear message.

You do not need to change who you are to lead. Authenticity is not a weakness. It is a strength. My own journey has been grounded in that belief. I can lead as myself. I am who I am.

If we are serious about inclusion, though, we must move beyond widening the door. We must change what lies beyond it so that people do not just enter leadership but are able to flourish within it.

Christalla Jamil is chief executive of LDBS Academies Trust and LDBS Academies Trust 2, and also vice chair of WomenEd