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.
My motivation to teach
My journey into teaching is unconventional but deeply personal. Growing up, I struggled with school attendance and engagement. I can’t remember a favourite teacher. I never felt like I had a role model in school, and I feel that was half the reason I never went. I was a persistent absentee.
That absence of mentorship became the driving force behind my decision to enter education. Now, as an English teacher in a school serving a community similar to where I grew up, I’ve become the role model I never had. I can now be that person for someone. If I can change just one person’s life, then I’ve already succeeded.
Beyond classroom teaching, I run after-school clubs for students facing challenges or disciplinary issues. These sessions explore protected characteristics from the Equality Act, reinforced through discussions about British values and their practical application in the community. We consolidate learning through social action projects. That’s the moment where it clicks - when you see how much people actually want to change and learn.
Finding direction through mentorship
My turning point came through meeting Liam Watson at Middlesbrough Football Club Foundation. He recognised my potential and introduced me to community work. He kept me grounded and out of trouble by giving me purpose. I still speak to him now.
Before teaching, I worked in the police force but felt constrained by bureaucracy. There was so much paperwork. I felt like I didn’t really help in the way I could, and that’s what got me back into education.
I entered teaching through an apprenticeship route, which proved essential to my success. Being based in one school allowed me to build strong relationships while developing my teaching style within a supportive environment. I could express myself in my teaching without feeling judged. That made all the difference.
Redefining role models
To me, true role models are people with lived experience who have made mistakes and chosen to grow from them. A role model isn’t someone who’s always got everything right - it’s someone who’s made the change and is showing others that change is possible.
My students, many sharing similar backgrounds, see me as someone who genuinely understands their experiences. This connection breaks down barriers and builds trust. They know I’m here for them - not just for the money. They know I’m here to help and make them better.
The power of supportive culture
Initially, I was nervous about teaching English as a new subject, but I found strength in my school’s collaborative culture. Weekly department meetings, mentoring, and genuine collegiality helped me flourish. If I’ve had a really good lesson, the first thing I do is run out and tell someone. That culture has made a huge difference.
This supportive environment enabled me to develop subject knowledge, experiment with strategies, and reflect on my practice safely.
Transforming lives
Despite teaching’s challenges, I remain committed because of the transformative impact I witness. The students - the fact that you can support them and then come August when they’re opening the envelopes - that’s the day you look forward to.
I recall one student who previously faced suspension within minutes of arriving at school. Through consistent mentoring and trust-building, this student now attends regularly, participates in lessons, and reads aloud in class. He knows someone’s there for him. I’m not going to let him down.
From accidental teacher to being an inspiration
On Thank A Teacher Day, I was described as “the accidental teacher” who found his way into the profession by chance. But my impact is profound. My story shows how personal struggle can be transformed into purpose, and how lived experience becomes a powerful tool for motivating others.
I love it here. I love the job. I wouldn’t change it for the world.
Apprenticeships provide a high-quality, unique way to train to be a teacher as they allow participants to ‘earn whilst you learn’. Participants work in a school and receive a salary during their training, allowing them to gain experience in the classroom whilst also having separate, dedicated time for studying. Apprenticeships are available in a range of subjects and all of them support participants to work towards Qualified Teacher Status.
There are two types of teaching Apprenticeships. The Postgraduate Teaching Apprenticeship is available to those that already have a degree and is typically completed in one academic year. Further information can be found on the Get Into Teaching page.
More recently we introduced the Teacher Degree Apprenticeship to improve access into teaching for those without a degree. This multi-year apprenticeship will support participants to study for a degree alongside working towards Qualified Teacher Status. Further information about this route can be found on the Get Into Teaching page.
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