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7 Equality, Diversity and Inclusion in the School Library Barbara Band Introduction A school library needs to engage with the whole community by providing a supportive and inclusive environment in which diversity is valued and respected; where no student feels excluded, either through a lack of a...

7 Equality, Diversity and Inclusion in the School Library Barbara Band Introduction A school library needs to engage with the whole community by providing a supportive and inclusive environment in which diversity is valued and respected; where no student feels excluded, either through a lack of appropriate resources or activities; and where there is an ethos of equal access and participation. This chapter details why a diverse and inclusive library is important by looking at: both its intrinsic value and the legal aspects that impact on provision what a diverse collection consists of other areas of the physical library and library services that need to be considered how to analyse the needs of your school community and audit your collection sources of resources and information. The Cambridge online dictionary defines diversity as 'the fact of many different types of things or people being included in something; a range of different things or people' and inclusion as 'the act of including someone or something as part of a group, list, etc.' (2022). From these simple definitions, we can see that a diverse and inclusive library is one that has a wide range of resources and services containing many differing elements that have been selected with consideration to the needs of the whole school community. Equity is an interesting concept and is different from equality. Equality means giving all students the same support regardless of need, but this does not reduce inequality. The only way to do this is by giving students what they 98 CREATING A SCHOOL LIBRARY WITH IMPACT require to bring them up to the same level as others. An example of equity is ensuring disadvantaged students have the same opportunities to access online information as others, regardless of their individual circumstances. It is impossible to support every student individually with regards to their specific cultural and ethnic needs, individual abilities and interests, so we group our students according to particular characteristics and endeavour to support the priorities of each group. There is nothing wrong with this, but it is important to remember that not all diversity is visible or obvious. Black and Asian minority ethnic students tend to be easily identified, but white ethnic groups such as Irish Travellers are not and so are included within a homogenous mass with other white students, despite having a dissimilar culture and distinct needs. This is also true of disparate religions and many students have a sexual orientation that they prefer to keep private. Thus, it is important to ensure that all aspects of diversity are supported regardless of whether you think they exist within the school community. Why having a diverse collection is important There are both tangible and intangible reasons why it is important to have a diverse and inclusive library collection, as well as legal obligations: Diverse books enable all students to explore their identities without comment, criticism or censure. This is an essential aspect of reading for children and young people. Books with characters similar to themselves, or that deal with issues they may be facing, help them to not feel_ isolated, enable them to investigate their feelings and possibly offer them a solution or resolution. A range of books that feature diverse and inclusive characters, as well as those that explore the traditions and history of other cultures, helps validate students' identities and heritage. It is necessary to have a range of fiction and non-fiction books that allow students to see themselves represented within their community. If students are unable to see themselves characterised, the message they receive is that they are worthless and that their personal culture and heritage is not important or valued. This marginalisation ultimately impacts on their self-worth, affecting their mental health and wellbeing. Students who are different are often, unintentionally, excluded and bullied by their peer groups and a narrow library collection that does not represent the full diversity of the school community will exacerbate this. Such exclusion can lead to feelings of isolation, with further detrimental impacts on mental health and wellbeing. Diverse books bring visibility to different cultures and ethnicities, EQUALITY, DIVERSITY AND INCLUSION IN THE SCHOOL LIBRARY 99 helping to build a sense of unity and inclusiveness by enhancing readers' understanding of the experiences of others. Reading about other cultures and becoming familiar with characters that look and behave differently helps to develop empathy and acceptance. If you only read books with characters similar to you or stories that mirror your own experiences, it can lead to a belief that your life situation is more important than others. Students who are socially isolated from the wider world can 'meet' people unlike themselves within books, hence giving a more realistic and truer picture of society. Small rural schools, especially, often have a very narrow demographic. Unless students are planning to live and work within the same community for the rest of their lives, they are going to meet a more diverse range of people than they currently experience. It is therefore important that they understand the world is full of differences from an early age. Books can start discussions about these differences and how they impact on people's lives. Showcasing and celebrating diversity can eliminate barriers, leading to changes in attitudes. Highlighting similarities as well as differences can create understanding. Books that feature multicultural characters as an integral part of the story, rather than the focus of the story being about their issues, enable readers to identify with the fact that all people have dreams, hopes and emotions and that, despite being from a very different cultural background, everyone can feel happy or sad and suffer loss or disappointment. In addition to these reasons, there are several legal aspects that need to be considered in the context of providing library resources and services. Human Rights Act 1998 The Human Rights Act became UK law in 1998 and sets out the fundamental rights and freedoms that everyone in the UK is entitled to, regardless of whether they live here, are a visitor or an asylum seeker. The Act contains several 'articles', each dealing with a different right. The Act covers public organisations rather than individuals, but it is worth noting that this includes publicly funded schools. For further information, see the websites of the Equality and Human Rights Commission (www.equalityhumanrights.com/en/human-rights/human-rights-act) and Amnesty International (www.amnesty.org.uk). 100 CREATING A SCHOOL LIBRARY WITH IMPACT United Nation (UN) Convention on the Rights of the Child This came into force in the UK in 1992 and is the basis for UNICEF's work. The term'child' covers from birth to 18 years of age. The Convention contains 54 articles covering all aspects of a child's life, but four are seen to be of particular importance: Article 2: Non-discrimination Article 3: Best interest of the child Article 6: Right to survival and development Article 12: Right to be heard. Article 2, non-discrimination, is relevant to school libraries. Discrimination includes: sexism; racism; sectarianism; homophobia; transphobia; and discrimination against the disabled. There are two types of discrimination mentioned. Direct discrimination, where somebody is treated differently because of their race or gender, and indirect discrimination, where rules are in place that apply to everyone but affect some people unfairly. An example of this would be a class set text not available in braille or as an audio book, thus discriminating against students who are visually impaired. For further information, see the UNICEF website (www.unicef.org.uk/what-we-do/un-convention-child-rights). Equality Act 201O The Equality Act is an important piece of legislation and lists nine protected characteristics: age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation. The Act means that schools must provide equal access and support to all students; they cannot discriminate against those with a listed characteristic. Schools also cannot provide services or facilities in a way that disadvantages EQUALITY, DIVERSITY AND INCLUSION IN THE SCHOOL LIBRARY 101 students. For example, books on relationships need to include all types of relationships, not just heterosexual ones. There are exceptions to the Equality Act. Disabled students can be treated more favourably to put them on an equal footing; for example, you can restrict the loan of audio books to just students with visual disabilities. Faith schools are allowed to discriminate in how they provide education, but they cannot discriminate in relation to the protected characteristics; for example, a Church of England school can visit a cathedral and does not have to arrange visits to other religious buildings. Curriculum content is also excluded from the Act to allow exposure to thoughts and ideas without fear of legal challenges, but the teaching of it needs to ensure that students are not subjected to discrimination; for example, the teaching of relationships needs to be inclusive, include all relationships and cannot imply that some are better than others. It is also important to recognise that, under the Equality Act, one group cannot deny the needs of another. Thus, for example, a group of parents and carers from a particular religion cannot force the library not to stock books with Lesbian, Gay, Bisexual and Transgender (LGBTQ+) characters using the argument that it is against their beliefs. The Equality Act protects the library from enforced censorship and challenges to resource provision. For further information, see the Equality Act 2010 (www.legislation.gov.uk/ukpga/2010/15/contents). There are also other legal aspects that cover library provision: The Office for Standards in Education (Ofsted) state that the 'school environment should meet the needs of all pupils irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation' (2022). They will look at behaviour and safety within a school in the context of the Equality Act. Although independent schools have their own inspection body, they use Ofsted measures as a guideline. A key component of the statutory guidance for safeguarding is having an equality and diversity policy that seeks to prevent discrimination, harassment and bullying, and details how to deal with these issues. The librarian should be aware of all school policies and how they impact on library provision. How to ascertain the demography and needs of the school community Before you can determine whether a library collection meets the diverse needs of a school community, it is necessary to identify and analyse the 102 CREATING A SCHOOL LIBRARY WITH IMPACT demographic characteristics of the school population. The needs of the students should inform our decisions, both with regards to the resources we provide, as well as the services we offer. The Equalities Act is a good starting point although some protected characteristics, such as marriage and civil partnership, are not so relevant, whilst others, such as disability and race, need to be expanded to be more useful. Consider the following in relation to the school community: Age Although the most immediate thought with respect to age discrimination is against older people, it is important to remember that we have a range of ages within school and that it is necessary to ensure that the ethos of the library does not exclude certain year groups. For example, if the library is always used as a silent Sixth Form study space, including at breaktimes, this could exclude browsing activities by younger students and it may not feel so welcoming to them. Disability The definition of disability is a physical or mental impairment that has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities. Disabilities can be visible or invisible. Visible disabilities can be easy to identify, but it is important to remember that others, such as hearing impairment, may not be so obvious. However, it would be usual for the school to inform all staff of any students who need additional support. The term disability comprises not only physical disabilities but also learning and intellectual disabilities, such as students who are neurodiverse. Neurodiversity covers disorders or conditions where there is a variation in the brain with regards to sociability, learning, attention, mood and other mental functions. This includes Autism Spectrum Disorder (ASD), Attention Deficit Hyperactive Disorder (ADHD), Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia and Tourette Syndrome. National estimates suggest that over 50% of children who have a disability live on or near the margins of poverty and that 35-40% of children with a learning disability are likely to have a mental health issue. Mencap (2022) states that 351,000 children aged 0-17 years have a learning disability in the UK. The ADHD Foundation is a neurodiverse charity that estimates that one in five people live with a neurodiverse condition, with 2-5% of children and young people experiencing ADHD (2020). EQUALITY, DIVERSITY AND INCLUSION IN THE SCHOOL LIBRARY 103 To support these students, it is necessary to know about their conditions and how it impacts on their learning. It is therefore imperative that the librarian is given relevant information and can work closely with the Special Educational Needs Co-ordinator (SENCo) and pastoral team to provide an inclusive library environment for students. Mental health conditions Under the Equality Act, mental illness may be considered a disability because its effects can cause impairment to carrying out day-to-day activities. They must be substantial and long-term. The World Health Organisation states that mental health is: A state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, and can work productively and fruitfully, and is able to make a contribution to his or her community. (WHO, 2018) Mental illness is a disorder of the brain function and can range from short­ term to severe conditions. Students with mental health disorders are unlikely to reach their full potential, are more likely to suffer from reduced academic achievement and often exhibit poor social and emotional skills. Studies from mental health charities show that mental illness is increasing amongst children and young people, and that children are experiencing poor mental health at younger ages. The NHS reports that 12.8% of 5-18-year-olds have a mental health problem (2017). The mental health charity, Young Minds, suggests that one in eight children have a mental health disorder, with one in six young people aged 16-24 years having symptoms of a common disorder such as depression or anxiety (2022). Minority ethnic and LGBTQ+ students are at greater risk of developing mental health problems due to isolation, discrimination and bullying. Whilst students with severe mental health problems need specialist help, the school library can support the mental health and wellbeing of all students. Common mental health conditions include: Stress and anxiety: a certain amount of stress is normal and most people have strategies in place to help them cope with it. However, when these are reduced, such as not having enough time to read for pleasure, or when stress factors increase, mental ill health can result, usually in the form of anxiety. 104 CREATING A SCHOOL LIBRARY WITH IMPACT Anxiety disorders: continual long-term stress can result in anxiety disorders. These can take many forms such as panic attacks, phobias or obsessive compulsive disorder (OCD). Depression: is the most common type of mental illness. This is not being a bit low but a persistent feeling of sadness and loss of pleasure in usual activities, with a resulting impact on emotional health. Race When people consider race, they often assume it refers to only Black and Asian minority ethnic students, but it is much wider than that. Under the Equality Act, race refers to a 'group of people defined by their race, colour and nationality ethnic or national origins'. Ethnic origins may not be the same as a person's current nationality and can incorporate a person's cultural factors, such as nationality, ancestry and language, plus many people identify with their family's ethnicity. One race will have many ethnicities. It is also important to recognise that a racial group can be made up of two distinct groups, such as British Asians or British Jews. Discrimination can be direct or indirect, such as when policies or rules are put in place that result in a particular racial group being at a disadvantage. Harassment is also considered discrimination. The 2011 census lists the population of England and Wales as just over 56 million, with 21.3% being under 18 years of age (Office for National Statistics, 2011). There are 23 categories of ethnic groups listed, with 'white' being the largest at 86%. The numbers in other ethnic categories have risen fro_m the 2001 census, with the largest group being Asian ethnic at 7.5% and those identifying as being from a Black African background doubling from 0.9% in 2001 to 1.8% in 2011. This increase is likely to continue and will result in a corresponding increase in ethnic representation within school populations. In 2017, the Centre for Literacy in Primary Education (CLPE) undertook the first UK study looking at diversity in children's literature. 'Reflecting Realities' quantifies and evaluates the extent and quality of ethnic representation and diversity in children's publishing. The latest report (2020) found that of the 6,478 children's books published in 2019, only 680 featured ethnic minority characters and only 5% had a minority ethnic main character. However, 33.5% of students of school age are of minority ethnic origins. There is obviously an imbalance between the diversity in published books and school populations and the school library collection needs to take positive steps to address this. EQUALITY, DIVERSITY AND INCLUSION IN THE SCHOOL LIBRARY 105 Gender and sexual orientation Sexual orientation is defined as the attraction towards your own sex, the opposite sex or both sexes. The government estimates that 5-7% of the population are LGBTQ+ and Stonewall, an LGBTQ+ charity, supports this figure. Numbers are difficult to ascertain, especially amongst children and young people, because: people keep personal information private - this is due to many reasons, for example, they may fear bullying or they may have family who would not support them they have not yet decided who they are the terminology used in data collection can skew results - if the only gender choice is male or female, there are no means to collect an accurate representation of the LGBTQ+ community. The school library should support all students regardless of their gender, including those undergoing gender reassignment. Additionally, it is important to ensure that the ethos of the library, including the signs and language used, does not reinforce gender stereotypes. Creating a diverse collection Having undertaken an audit of the school population to establish their needs, the next step is to carry out an audit of the existing library resources to identify gaps. You can only ensure you have a collection that meets the_needs of the community if you know what is missing and you will only know what is missing by ascertaining what you already have. Once you have looked over the collection with a critical eye, it is easy to identify gaps, for example: Do your geography books cover all the countries and heritages of the students? Do you also have books featuring celebrations, festivals, art, food, myths and legends from those countries? Even if your school population has a narrow demographic, it is important to have a collection featuring a wide range of cultures. Do you have up-to-date history books so that students can explore their family's heritage? It is important that history books present an accurate view of events and are not written from just a white perspective. Do your books (fiction and non-fiction) depict different identities and experiences, such as a range of skin colours, hairstyles, family structures, home lives, spoken languages, abilities, customs and beliefs? 106 CREATING A SCHOOL LIBRARY WITH IMPACT Do you have a range of books on different religions or just focus on those covered within the curriculum? It is not always possible to tell what religions students follow so it is important to have resources on all of them. Do your illustrated science books show both girls and boys carrying out experiments? Are the scientists featured diverse? Are your careers books inclusive or do they imply certain careers are only suitable for girls or boys? Does your biography section contain a wide range of diverse and inclusive people? Real life stories can be powerful, enabling students to recognise others in similar situations to themselves and helping them realise there are solutions to the issues and problems they face. Do you have any titles that specify gender, such as Drawing for Girls or Cooking for Boys? Books that promote stereotypical roles should not be on the library shelves. Do your health and sex education resources include all types of relationships or do they just cover heterosexual ones? A useful way of checking your existing stock is to undertake a diversity audit whereby you take an analytical look at the collection to determine its representation and identify any areas lacking in diversity that need developing. Furthermore, it can be worthwhile to measure the collection against booklists such as those featured on Love Reading 4 Kids (www.1overeading4kids.co.uk) (see below for further booklist suggestions). These will help you identify any books you already have that encompass diversity and inclusion and provide ideas for future purch;'lses. As well as considering the depiction of diversity within books, it is necessary to have a wide range of minority ethnic, disabled and LGBTQ+ authors and illustrators. If you have a local Schools Library Service (SLS), they can provide advice and recommendations to ensure your collection is diverse and inclusive. Just because a book is popular, has been used as a class text for years or is on a recommended reading list does not necessarily mean it should continue to be used or kept in the library. Many older books used within schools or included on reading lists depict discrimination and bias - these should be assessed according to the Equality Act and its protected characteristics and removed or replaced if necessary. Ensuring the library collection is diverse and inclusive is a continual process. It involves not only checking existing stock, but also measuring any new purchases against required criteria, keeping in mind all aspects of possible discrimination. Terminology changes. Words and phrases become unacceptable. It is imperative that you keep up to date with current thinking and continually monitor your stock against the acceptable norms of society. EQUALITY, DIVERS.ITV AND INCLUSION IN THE SCHOOL LIBRARY 107 Things to consider when purchasing new stock include: How are the characters portrayed? Are both males and females given stereotypical roles? Are females always given a secondary role? For example, are girls depicted as being helpless and not very clever, waiting for 'the boy' to come and rescue them? Are boys always the character who solves the problem? Does the story exhibit bias or discrimination? Are minority ethic characters always in trouble at school or carrying out crimes? Are the minority ethnic or LGBTQ+ characters always killed off first? Do the LGBTQ+ characters always have family problems with coming out? Whilst students sometimes want to read about others experiencing similar problems, this is not always the case. Too often, stories revolve around differences and the issues people face. Inclusivity means that characters fit into the story and are not simply an add-on to include an element of diversity. Do picture books and illustrated stories show a range of family situations and diverse characters? For example, do they always show mum doing the cooking and dad washing the car? Or mum staying at home and dad going out to work? Book covers are important. Whilst it is true that sparkly pink covers will often attract female readers and can be used to good effect for this reason, it is important to ensure that not all the stock can be divided into male/female lists by their covers. Characters on book covers should also depict a range of diversity and not a 'perfect' media image or family. Having a diverse and inclusive book stock is only part of creating a library that is welcoming to the whole school community. There are other aspects that need to be considered such as: terminology; the physical space; displays and promotion; activities; and library policies. Your aim is to remove barriers to make the library a welcoming and accessible place for all. Terminology The terminology you use is important. Words matter and it is easy to send subtle messages without realising it. Do not divide boys and girls up when in the library or when collecting information. For example, instead of creating a 'Top ten books read by Year 7 boys' list and a 'Top ten books read by Year 7 girls list', have a 'Top ten books read by Year 7' as this does not label the books in a gendered way. Think about the keywords you use when labelling shelves, creating posters and cataloguing books. Ensure that these reflect all aspects of diversity and use the correct terminology. 108 CREATING A SCHOOL LIBRARY WITH IMPACT Physical space The physical layout of the library should be conducive for use by all students. Is it accessible for everyone, including those with physical disabilities? You may not have any current students with limited mobility, but in designing and creating a library, long-term use should always be considered. If the library is not placed on the ground floor and has no lift access, students who cannot use the stairs will be unable to reach it, including those temporarily using crutches. Are the shelves the right height so all students can reach all the stock? If the shelving is too high and the library cannot be rearranged or new shelves purchased, it may be that the top shelves are only used for display purposes. Think about book labels, shelf labels and signage: are these in dyslexia friendly fonts and colours and are they large enough for students with visual disabilities to read? Are the classification systems in use easy for students to understand? If you have decided to use the Dewey Decimal Classification (DOC) for non-fiction stock, there is a simplified version for use in schools, particularly at primary level. The physical library space is also important for the mental health and wellbeing of many students. For those suffering from poor mental health, the library can be a refuge, a quiet and safe area to escape to with a supportive member of staff who will listen. The library can also provide resources in the form of books, information about self-care and helplines to outside organisations. Try to incorporate different areas within the library to accommodate a range of activities, including quiet reading, individual study, group work and collaborative activities. Displays and promotion Books need to be actively promoted so that students are aware of them, otherwise resources will remain hidden and unused. Displaying and promoting diverse books has a big impact on the school population and helps to ensure that different cultures and ethnicities are seen as part of the school community. Consider all aspects of diversity when promoting library resources. Think about the diversity of authors and illustrators when creating a display or booklist to promote a specific event, such as Science Week, and ensure you feature minority ethnic, disabled, LGBTQ+ and female scientists - your display should not just consist of old, dead white men. Promote your diverse stock amongst staff so they can, in turn, promote it to the students. Monitoring the use of the library and resources can help to highlight underused areas of stock, as well as groups of students who do not use the library. If these are from a specific group, for example, an ethnic group, boys from a particular year group or SEN students, you can use this data to help EQUALITY, DIVERSITY AND INCLUSION IN THE SCHOOL LIBRARY 109 create promotions targeted at these groups to raise awareness of what the library can offer them. It may be that this underuse has highlighted a stock gap which your local SLS or school book supplier can help you with. Activities Although it is natural to organise library activities and events based around books and reading, consider extending these to appeal to a wider range of students. This may require collaboration with other staff and departments, but it can help to reinforce the message that the library is a whole school resource and not simply an extension of the English department. Creating an annual calendar of events can help to give you an overview - ensure that it is diverse and inclusive, incorporating different religions and cultures. Don't have every competition based on creative writing. This often excludes those with SEN so consider something that requires a piece of artwork to be submitted or non-fiction writing, such as producing a news report, so other styles of writing are validated. If you run events that include food, make sure you incorporate different dietary requirements; these could be religious, as well as lifestyle choices. Don't put everything online as this excludes those without internet access at home. Organise wellbeing activities, such as reading for pleasure book groups, craft sessions and other creative events to support students. Library policies It is important to have policies that detail how the library deals with stock selection, donations, weeding and complaints, especially with regards to diversity and inclusion. Having policies in place and ensuring they are supported by senior management will allow the librarian to meet any challenges or complaints about specific material. Although it is tempting to accept any donations, especially when budgets are restricted, all books should be checked against the same criteria and donors need to understand that unwanted Of unsuitable books may be sold to raise funds for more up-to-date texts or given to charity. Staying up to date It is important to keep up to date with events and discussions that may impact on the diversity of your collection. Involve the student voice in book selection. Be aware that terminology changes or may vary in different countries. For example, in the UK the term 'BAME' has often been used but generally