Access to quality education may be a human right but it’s not a reality for many people. Recent UNESCO data reveals that millions of children worldwide don’t complete secondary school. Many never even make it into the classroom.
Now the UN has made learning one of its sustainable development goals: by 2030, they aim to ensure inclusive and equitable education for everyone.
Big or small, we believe that educators play an important role in this mission. That’s why the British Council has made inclusive and equitable education the theme of this year’s Your World competition. We want to encourage communities to find more ways to create a learning environment where everyone can meet their potential.
Besides participating in the Your World competition, there are plenty of ways to foster equality and equity in your classroom. The trick is to find the balance between the two. Let’s explore some of the best strategies for balancing equity and equality, and learn how you can involve your students in the process.
Both equality and equity involve giving everyone in society the same opportunities to succeed. But while they’re closely related, they are distinct concepts.
Equality is when you treat everyone the same regardless of their status or identity. You can see many examples of this at work in classrooms. For example, educators often expect students to use the same textbook, sit standardised tests, and follow one set of rules.
Equity is when you recognise that some people have different circumstances. You then allocate resources based on everyone's unique needs so they can achieve the same outcomes as their peers.
Going back to our previous example, some young students may struggle to follow the textbook. Perhaps some didn’t have access to books until they came to school. Others may have learning differences that make it hard for them to absorb information conveyed in text. Teachers might need to supplement the textbook or find another way of presenting the same information to these students so they can still make the most of the classes.
Equality and equity matter in education because they impact the effectiveness of the learning experience.
Without equality, students from different backgrounds may face discrimination and bias that holds them back. A common example is how many patriarchal cultures invest less in women’s education. Here, making sure that girls have equal opportunities to participate in class or pursue STEM subjects is an important way of redressing the balance.
However, treating everyone the same isn’t a solution to every issue. Students often have diverse needs due to their intrinsic abilities, backgrounds, and circumstances. So, adhering too strictly to equality as a classroom principle can inadvertently reinforce existing disparities or even widen the academic gap.
For instance, we’re now aware of a wide range of conditions that can affect learning. A student with dyslexia might be just as capable as their peers but face more hurdles when it comes to literacy. So, assigning them the same reading homework as the rest of the class may make them feel overwhelmed and anxious, rather than helping them to practise skills or absorb new information.
Addressing every student’s unique needs helps them all to reach their potential. That means schools must foster both equality and equity in their classrooms to make learning inclusive.
You’ve already taken the first step towards balancing equality and equity in the classroom. Understanding the difference between these values can help you spot opportunities to make learning more inclusive.
Here are other strategies to consider:
Offer students a choice of assignments centred around the same activity. Say they have to create a dialogue using the present continuous. You could have them choose between writing it out, drawing it as a cartoon strip, or recording themselves speaking. Everyone has the opportunity to practise the same grammatical concept (equality) but can approach it in whichever way suits them (equity).
Only use accredited tests that account for students with disabilities. For example, the British Council offers special arrangements for those with visual, hearing, speaking, and learning difficulties so they can get the score they deserve. Accommodations often include modified tests, extra time, and assistive technology.
Also, consider the way you recognise progress and achievements. Did one of your students come to school with a lower level of English than their peers? They may be still only using basic phrases but perhaps they’re engaging with the language creatively. Mention that in their reports and encourage them to keep it up.
When you recognise students have unique requirements, explore how to provide them with the right support. Often, you can find community and government schemes that benefit children with different needs. For instance, the UK has non-profits like the British Assistive Technology Association (BATA) and Whole School SEND that provide support for those with learning disabilities. If your country doesn’t have programmes like these, consider international organisations like UNICEF which offer resources to displaced and disadvantaged young people.
Where you lack the resources, see how your community can support you. Arrange swaps within the school so students have a chance to get what they need. Arrange these swaps between classes as well. One teacher might have a surplus of resources that another could use with their students.
Fairness doesn’t begin and end with teachers. You must show your students how to practise equality and equity to create a truly inclusive learning environment.
The challenge is that young learners often have a rigid sense of fairness. That’s great when it comes to equality as studies show they’ll distribute resources evenly, even when it doesn’t benefit themselves. However, they’re likely to react strongly to perceived unfairness and may not understand the nuances of why others need special accommodations.
The first step in helping students to understand the principle of equity. Encourage them to explore the world from a variety of perspectives. This practice helps them to understand and empathise with the diverse needs of their peers. Try out the following activities:
You can even create projects and student competitions based on the idea of equality and equity. For example, why not join the British Council’s Your World competition? All students at Partner Schools aged 14 to 17 are welcome to enter. Watch the video below to find out what last year's winners said about participating in the competition.
Another way to cater to children’s sense of fairness is by agreeing on a set of classroom rules. You can add details that account for different needs. For instance, teachers may often need to add exceptions about not eating at desks for those with certain medical disorders.
Balancing equality and equity is an ongoing process that requires a commitment from the whole school. Only by understanding our differences and working together can we implement fair strategies that target the unique needs of each student.
The British Council has many resources to support Partner Schools in fostering inclusivity. To get you started, check out our courses on understanding special education needs or inclusive assessment approaches.
Looking for more resources on equality and equity? Join the Online Support for Schools or contact your local British Council centre if you’re not already a member.