Meet Imogen Wallace, Assistant Head Teacher at Seaford Head School
This month we’re talking to Imogen Wallace, Assistant Head Teacher at Seaford Head School about the new Microagressions Teaching Resources. A team of 12 Year 9 students from Seaford Head School played a key role in the development of the new resources.
How did your students get involved in this project Imogen?
A number of our students had already participated in the SLN Uni Connect funded Mentoring programme for Black, Asian and Minority Ethnic students and we’d seen the huge benefits, so we were keen to be involved in this latest initiative.
We’ve also been putting a lot of work into creating the most inclusive learning environment possible across the school – for instance by looking at how inclusive our curriculum and displays are – so looking at positive ways to tackle potential microagressions felt like a natural extension to our broader inclusivity drive.
What do you think makes these resources so valuable for schools?
Huge progress has been made in so many schools in tackling overt racism, sexism, homophobia and transphobia, but covert behaviours – that can be just as damaging – are much harder to tackle. It’s so important for schools to have resources that help start a constructive school-wide conversation around what microagressions look like and that build greater understanding around the very real damage they can do.
What most surprised you about your students’ reaction to the resources?
The resources were initially designed to look at racist microagressions, but our team of students was adamant that they should reflect microaggressions in every form they might take. As a result the end resource is far wider than it was going to be and looks at microaggressions in relation to race, gender, sexuality and social class and this breadth of approach makes it an even more valuable.
What did your students gain from the experience of being involved?
They gained so much. They had the chance to really think about the best way to reach people with important messages. They learnt about collaborating with each other to produce the best result and they developed their ability to listen to, and develop each others’ ideas. They are so proud so many of their ideas reflected in the final resources and to see how their input really did shape them. It’s given them each a huge amount of confidence in their own abilities as well as a collective pride in the end result.
What would you say to other teachers about the new resources?
I’d say give them a go! They provide a great springboard for positive discussion around issues that can be challenging to discuss. They’ve definitely helped students here understand the damaging implications of what they might have previously dismissed as ‘harmless banter’ and helped create an environment in which students are looking to be active allies.
Finally, what would you say to the students from Seaford Head who were involved in this project?
I’m so proud of you all and all you’ve achieved. Your thoughtful insights will help create more inclusive, welcoming environments in schools across Sussex – work that will positively impact thousands of young peoples’ lives over the years.