Similar to many LGBT teachers, Bradley Saunders led a double life. To his loved ones, he was a young gay man in a loving relationship, while, at work, he kept his home life a secret. He would evade questions about his weekends and feign going on holiday with his family. He would avoid taking his partner to school social events. After four years of living this way, he moved to his next job as director of learning for the Hearts academy trust. Jane Robinson, one of the trust’s teachers, approached him about leadership training for LGBT teachers. At first, he thought of turning it down, considering that he was content living his life the way he did. However, he eventually decided to join the Courageous Leaders programme, which changed his life and career.
The Courageous Leaders programme is a year-long training course that boosts confidence by sharing experiences and mutual support, instilling vital leadership skills and knowledge. It was established in 2016 by Jane Robinson, head of Hilltop Infant School, in Wickford, Essex. Robinson initiated the programme, believing that LGBT teachers were afraid to expose themselves and were, therefore, losing out on promotions. By completing the course, Saunders became head of two of the trust’s primary schools, admitted his sexual orientation to his colleagues, and became a mentor on the programme.
The Courageous Leaders programme comprises three days of face-to-face training, including lectures, guest speakers, and workshops, which provide guidance to teachers, sharing their vulnerabilities and how they relate to their sexuality and careers. In a new book by Robinson, Courage in the Classroom, the success of the programme and life stories of LGBT teachers who have overcome prejudices are highlighted. By the conclusion of the course, fourteen of the fifteen courageous leaders gained a promotion, emphasizing its effectiveness.
Catherine Lee, a leader on the Courageous Leaders programme and a deputy dean for education at Anglia Ruskin University, believes that changes to protect minorities do not automatically mean that teachers feel more secure, included, or safer in their classrooms and staffrooms. Lee retired from teaching in 2010 when a parent claimed that she was a bad influence for living with a female partner. Lee says that research shows that LGBT teachers’ personal and professional selves interact in complex ways, leading to some teachers failing to engage fully with their school communities.
The Courageous Leaders program is highly regarded for its networking opportunities and support amongst participants. Attendees have noted how valuable it is to have a community where they can share their experiences and encourage each other. One former teacher at Nonsuch Girls’ Grammar School, Catherine Halliwell, is mentioned in the program’s associated book. She had helped establish an LGBT society at the school after receiving an email from 15-year-olds seeking her support. The society has since grown to include pride week and an LGBT film festival, according to Halliwell.
The founder of the Nonsuch society, Cerian Craske, recalls how they started with around 20 girls who would meet on Wednesday lunchtimes and put on events like the big gay bake sale. The group quickly gained traction and attracted girls of different ages and backgrounds. The support from the school was meaningful to the LGBT students and teachers. It gave them the opportunity to come out and be their authentic selves.
The Courageous Leaders program has proven successful for its participants, with 80% achieving promotions either during or within 12 months of attending. For Alex Townsend, deputy head of Bedford Sixth Form College, the program helped him gain the confidence to be open about his sexual orientation and identity. Townsend was promoted to his role because of the leadership and diversity skills he gained from attending the program. The opportunity to meet other LGBT teachers was profound for him, and he no longer felt the need to hide his true self.
Before attending the Courageous Leaders program, Townsend had resisted the idea that his sexual orientation would affect his career, but meeting others on the course changed his perspective. He set up an LGBT social group for students at his college and established a scheme of LGBT pastoral support officers. It made a tremendous difference in his life, allowing him to make a positive impact in his workplace.