Equality, diversity and inclusion

At Moray House School of Education and Sport, we promote an inclusive, fair, respectful culture.

Our commitments

 We are committed to promoting equality, diversity and inclusion. We recognise the importance of diverse learning communities and challenge any form of discrimination or harassment. All staff, students and visitors  will be treated with dignity and respect in a safe, welcoming environment.

Our Equality, Diversity and Inclusion Committee (EDIC) is responsible for implementing our EDI priorities and finding ways to embed inclusivity into our daily working and learning lives. We want to ensure that everyone can flourish and develop to their full potential. As a School, we are also committed to addressing any unfair practices, including those that may be experienced due to:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation
• National origin or migrant status
• Socio-economic background
• Trade union membership
• Family circumstances.

Promoting equality, diversity and inclusion is a fundamental aspect of our governance and management practices. This guiding principle underpins our commitments, priorities and actions to enable the School to achieve its priorities and outcomes.

Teacher education commitments

In teacher education, we are committed to:

• Raising the profile and importance of race equality and diversity. This includes planning partnership activities through the Teacher Partnerships Board to address and take forward key aspects of this work.
• Supporting an applicant accepted onto a PGDE Primary programme from a Black, Asian or Minority Ethnic (BME) background through the Saroj Lal scholarship 
• Reviewing our staff recruitment approach and process to ensure our staffing profile reflects our commitment to equality, diversity and inclusion (EDI) 
• Supporting staff in their professional learning around EDI issues   
• Reviewing recruitment, selection and admissions processes to ensure minority ethnic applicants are encouraged and enabled to apply and we remove any institutional barriers that may deter applicants 
• Looking into the development of outreach projects, community engagement and networks for BME students and staff
• Decolonising the curriculum and introducing anti-racist education within our initial teacher education programmes. For more information about our work in this area, see the blog series from our Race and Inclusivity in Global Education Network (RIGEN).

RIGEN blog

National anti-racism framework for initial teacher education (PDF)

Research 

We conduct ongoing research in EDI areas. To learn more about this research, see:

• Centre for Research in Education Inclusion and Diversity (CREID)
• Race and Inclusivity in Global Education Network (RIGEN)
• Social Justice and Inclusion Thematic Hub

The Equality, Diversity and Inclusion Committee (EDIC)    Equality, Diversity and Inclusion events