Community cohesion takes years - not terms

As educators, part of our role is navigating the complexities of the modern world, and in 2026 we are seeing an increasingly polarised society. From different political views to diverse communities and wealth disparities, these elements shape everyday life - not just for us, but for our young people.

Learning how to navigate these differences is essential, not only so children can thrive in school but so they develop the communication skills, understanding and respect needed to become the thoughtful and effective leaders of tomorrow and make a positive difference in society.

Multi-academy trusts have a unique opportunity in society to do this by ensuring we use our network of schools to bring pupils together from different communities, and help build genuine relationships that recognise and celebrate diversity.

At Bradford Diocesan Academies Trust, this is something we put into action in 2022 when we launched an innovative programme with The Linking Network, an organisation that works to bring children together from across our schools serving different communities.

The set-up

When we set up the programme with The Linking Network, we were clear we wanted it to go beyond its usual one-year programme and build something more long-lasting.

As such, by creating a four-year programme, it is one of the largest and longest-running initiatives of its kind.

To date, pupils aged 7-11, from Year 3 to Year 6, across our 21 schools have taken part and have been intentionally paired across primary schools that serve different communities to create opportunities for children to interact with people from alternative backgrounds.

The programme

Pupils met virtually and in person throughout the year. A central part of the programme was ensuring sessions had a clear theme and pupils could learn about what makes each of us the same and different.

Each year we focused the sessions on one of our “ICARE” values of Inclusion, Compassion, Aspiration, Resilience and Excellence.

For example, for Resilience, pupils discussed how they overcome challenges and support friends, creating resilience toolkits. For Aspiration, they set goals for themselves and explored how they learn from each other.

To support these discussions, the team ensured structured, guided activities. These included questions on “Who Am I?”, “Who are We?” and asking each other “curiosity questions” to understand each other better, as well as dedicated reflection time.

Pupils said this helped them communicate with new people - skills that will now set them up for secondary school.

Pupils also worked collaboratively on social action projects. They took part together in litter picking, creating speed awareness banners, buying supplies for the community kitchen and baking buns for local shops to say thank you.

This championed pupil voice and showed themselves and the community what positive outcomes can come from working together.

Pupils also had the chance to visit one another’s schools and see how learning takes place. In between, they exchanged letters, where they reflected on the face-to-face meetings and the learning and actions they brought back to school.

A special moment was our end-of-programme celebration, which was held at the University of Bradford Stadium. Some 600 Year 6 pupils came together to celebrate with performances and pupil voice activities.

The impact

One of the biggest outcomes was the friendships pupils built with children whose experiences, faiths or backgrounds differed from their own. Pupils gained confidence in talking to new people and realised difference can be positive and all voices matter.

It was particularly lovely to hear from the pupils themselves with one saying the programme “helped me to know more about people’s differences, and I have learned that no matter what, love, care, kindness and equality is the best policy”, and another noting, “it will help us as we move on to secondary school and give us more confidence when talking to new people”.

In fact, two linked schools happened to travel on the same train. When one group boarded, the other children recognised them and shouted, “They’re our friends!” This highlights how these positive experiences facilitated across school settings can shine through into the wider community.

This also means pupils have built strong friendships with pupils from other schools who they may then meet again when they move to secondary school.

Observing these interactions as a trust leader of a wonderfully diverse set of schools reminds me of the power of driving enrichment in schools and the importance of making meaningful memories for young people.

It brings to life the importance of community cohesion and fostering true respect, tolerance and celebration within our communities.

Carol Dewhurst OBE is chief executive of Bradford Diocesan Academies Trust