“Omar Deria Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession. By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action. Education: the foundation for a good life Education changes everything. If you live with good education, the likelihood of having a good lifestyle, accessing better health, living longer, being happy—it’s all linked. For me, the classroom is where futures are shaped, and I recognise the role I play in influencing a student’s life. If I can have an impact on young people and their future, that’s the biggest success story. That’s why I love this job. Finding my feet I didn’t grow up dreaming of being a teacher—I stumbled into teaching. With no family members in the profession and few teachers I knew personally, I left university unsure of my next steps. I started an office job at the council but quickly realised I had no passion for it. Everything changed when I contacted my old school and asked if I could spend some time observing lessons. I loved it. That experience convinced me to train as a teacher. But the training was excruciating, and my first year in the classroom was so tough I wanted to quit. Moving on and upwards My NQT year was brutal. Support for new teachers just wasn’t there. My head of department, while an excellent teacher with strong results, offered no support to her team. It was a revolving door. Feeling overwhelmed, I went to the headteacher and said I’d had enough. She gave me great advice—stay until the end of the year. That advice changed the course of my career. I recognised I needed a more supportive environment, so when a vacancy came up at a school nearby, I applied. Despite my head of department trying to block the move, I got the job—and stayed there for 12 years. It was the most supportive environment. I thrived and moved into leadership. Eventually, I became headteacher at the very school where I’d experienced that difficult NQT year. The next challenge My leadership journey didn’t stop there. The Department for Education contacted my trust and asked me to take on a nearby failing school—a school in crisis, making national and even international headlines. It was like a house on fire. I started with 35 teaching vacancies, angry parents, and intense media scrutiny. Under my leadership, we transformed the school. Today, it’s one of the highest-performing schools in the area—and I’m still there, making an impact. Why being visible matters My own school experience in the early ’90s shaped my values. I was one of only 10 ethnic minority pupils in an affluent school, and I was on free school meals. My parents didn’t speak English, but they always valued education. Teachers didn’t really understand me. That’s why I now prioritise recruiting teachers from the local community and creating a culture where students can relate to their role models. I introduced a ‘Culture Fest’ to celebrate diversity and foster understanding between pupils. I’ve learned two key lessons. First, visibility matters. My headteacher never came out of the office—I’ve decided to rarely be in mine. I make a point of knowing something personal about every staff member and supporting them. Happy staff will stay. Second, look after new teachers. My NQT year shaped me. I meet with trainees regularly and even attend their classes. Why I do what I do What motivates me during the toughest days? Constantly thinking about how to get the best out of pupils. Giving kids the best possible education so when they leave, they can compete with their peers. That’s what makes me proud - seeing them succeed, some even becoming teachers themselves. For me, education isn’t just a career—it’s a calling. I expect to be in education for the rest of my life. The Department for Education is committed to ensuring that every school and college models inclusive behaviours and fosters an environment where everyone is treated equally. To support this, the Department has published a new resource to help leaders understand their responsibilities to their workforce under the Equality Act 2010, pulling together the key information in one place and highlighting areas of practice to consider. Additionally, the department is launching a new retention programme this autumn. This initiative will support schools to learn from one another by sharing best practice in addressing retention challenges, including supporting leaders to build a healthy, diverse, and inclusive culture.”
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