Create an inclusive environment
Supported by insights from St George’s School, Luxembourg, Victoria Pugh from the Council of British International Schools offers some tips about building a diverse staff from the experience of international schools
A diverse staff can be a powerful asset in an educational environment. It enhances pupil learning and development by fostering an inclusive atmosphere that reflects the broad spectrum of diversity present within our school communities. Research from the National Education Association underscores this, stating: “A diverse teacher workforce helps students feel more connected to their educators and encourages positive student engagement, which can lead to higher academic achievement.” This connection is key to creating a supportive and thriving learning environment for all students.
At the Council of British International Schools (COBIS), we are committed to supporting our member schools in achieving diversity, equity, inclusion, justice and belonging (DEIJB) within their staffing bodies. We have recently updated our standards to ensure that we are working with schools to promote DEIJB while remaining sensitive to local laws and cultural contexts. Through these updates, we are reinforcing the importance of creating inclusive school environments that are culturally aware and supportive of all community members.
By promoting diversity at every level – staff recruitment, professional development, and daily school life – schools can create a truly inclusive environment that benefits everyone. Having a diverse staff enriches the educational experience for all students and prepares them for life in a diverse world.
St George’s International School in Luxembourg, a COBIS member school, has been proactive in recruiting and retaining a diverse staff. They share valuable insights and practical strategies that any international school can implement to build a more inclusive workforce.
Recruiting a more diverse staff – changing mindsets and practices
A key issue for many schools is how to recruit successfully a more diverse staff, especially when there’s little representation from minority groups within the existing workforce. As Claire Nuttall, St George’s vice-principal and headteacher of primary, highlights, diversity attracts diversity. “We all want to feel that we belong and to see ourselves represented within the staffing body,” she explains. “This sense of belonging is essential for creating an inclusive and supportive environment.”
One of the first steps in fostering diversity is to shift the mindset around recruitment. Nuttall emphasises the importance of examining hiring practices. “We must always hire the best person for the job,” she says. “However, if our recruitment consistently favours one group, it’s time to take a closer look at whether our practices truly reflect our values.”
She offers a critical question for school leaders: “Why aren’t we receiving quality applicants from minority groups? Is our recruitment process excluding certain people?” To address this, schools must consider how they advertise roles and what biases may exist in the recruitment process.
Practical tips for inclusive recruitment
Here are several key strategies to ensure your recruitment practices are inclusive:
Review your recruitment process – Look at who you’re trying to hire and adapt your recruitment methods to reach a broader audience. Are you limiting your search to candidates from other international schools, Russell Group universities, or native English speakers? This could be inadvertently narrowing your options.
Include DEIJB statements – Ensure that both your school website and job adverts include a clear DEIJB statement. Make it visible and co-create it with your staff. Highlight that you actively seek candidates from underrepresented groups.
Examine your language – Pay close attention to the language used in job adverts. Is it gendered or does it suggest that one group is prioritised over another? Neutral and inclusive language is key to attracting a diverse range of candidates.
Consider your website – For many prospective staff members, your website is the first impression of your school. Does it reflect your commitment to inclusion and diversity? Is there a clear and positive representation of different groups within your school community?
Ludmilla Pillay, deputy headteacher of primary at St George’s School, offers her perspective as someone of Asian ethnicity searching for jobs: “When I look for a new role, I carefully examine school websites – looking at photos, staff names, and other cues to assess whether the workplace includes people like me. If I don’t see diversity, I often feel discouraged from applying.”
This underscores the importance of visual representation and messaging in attracting diverse candidates.
Overcoming bias in recruitment
Bias, whether conscious or unconscious, is a significant challenge in recruitment. One solution that has been discussed is anonymising certain personal details in job applications to avoid bias during shortlisting. Pillay shares her personal experience: “When filling out job applications, I frequently question whether I should include my Indian middle name or select ‘any other’ under ethnicity, fearing that revealing my true identity as an Asian person could lead to being judged or overlooked for interviews. This concern isn’t unfounded – many share this anxiety. I remember a conversation with a family member who went so far as to change his first name to a more British-sounding one to improve his chances of getting shortlisted. He even chose a British first name for his son, with an Asian middle name that wouldn’t appear on job applications, in the hope of giving him better opportunities.”
This fear is shared by many individuals from minority groups. Schools must be aware of these dynamics and work to create recruitment processes that are fair and inclusive.
Nuttall offers another practical tip: “During the shortlisting process, cast your net wide. Focus on the qualities you value most – experience, commitment to inclusion, or passion for education – rather than simply where a candidate went to university.”
Diversity should extend to the interview panel itself. Having a range of voices on the panel, particularly from diverse groups, sends a strong message about the value the school places on positive recruitment.
Creating an inclusive school culture beyond recruitment
Once a diverse staff is hired, it’s crucial to ensure that inclusion is felt throughout the school, from leadership down to classroom practices. Schools should ensure that staff from minority groups are not only hired but also supported, valued, and provided with equal opportunities for promotion.
Michael Neumann, DEIJB coordinator at St George’s, shares his experience as a gay man working abroad. “My sexuality plays a significant role in the opportunities available to me. In each country where I’ve worked, I’ve had to research protections for LGBTQ+ individuals carefully. I need to know that both the country and the school leadership fully support and encourage LGBTQ+ representation.”
Neuman’s story illustrates the need for schools to go beyond simply recruiting diverse staff. Schools must foster an environment where all staff members, particularly those from minority groups, feel safe, supported, and valued for who they are.
The effect on pupils and the school community
Diversity in staffing benefits not only the staff themselves but also the entire school community. When pupils see themselves reflected in the adults around them, whether it’s their teachers, leaders or support staff, it creates a powerful sense of connection and belonging.
Parents and community members also recognise the value of diversity. At St George’s, parents frequently acknowledge how the school’s diverse staff positively affects their children’s learning experience. The variety of perspectives brought into the classroom by staff from different backgrounds enriches the curriculum and helps students develop a deeper understanding of the world.
In conclusion, recruiting and retaining a diverse staff is not just about meeting quotas or ticking boxes. It’s about creating an environment where everyone – pupils, staff, and the wider school community – can thrive. By embracing diversity, schools can prepare their students for a future in an increasingly interconnected and multicultural world.
Victoria Pugh is assistant director of accreditation at COBIS

Victoria Pugh