We deserve a seat at the table

This is a call-out to parents, carers, alumni, community members, and professionals from ethnically diverse backgrounds: if you’ve ever felt unheard by the system, or you’ve ever wanted to protect and champion young people like your own governance is one of the most powerful ways to do it.

“I was the only Black person in many rooms I entered”

Representation isn’t a trendy add-on. For many ethnically diverse governors, it’s a lived reality and sometimes, a lonely one.

One Black school governor and governance professional described the experience clearly:

“I quickly recognised that I was the only Black person in many rooms I entered.” 

But that same voice also names something important: we’re not alone we just need to find each other and be found.

Being a Black governor isn’t “only” about race, but race changes the questions we notice

A powerful quote from research into Black school governors in London captures the balance many governors feel caring deeply about Black children, while championing all children:

“As a Black governor I bring my passion for my Black children and my passion is my passion for all children.” 

That matters because governing isn’t simply about turning up to meetings. It’s about what you see, what you challenge, what you refuse to overlook, and what you insist is possible.

Sometimes, your presence shifts the temperature of the room especially in moments that disproportionately affect ethnically diverse pupils (behaviour, exclusions, SEND pathways, attainment gaps, safety, belonging). The Camden Learning report noted that some governors were motivated specifically by concerns about overrepresentation in exclusions and discipline. 

“It feels nonsensical not to have people on a board to represent the young people around them”

In Camden, ethnically diverse governors spoke directly about why representation on boards matters:

“It just feels nonsensical not to have people on a board to represent the young people around them.” 

And:

“The reason I (joined) the board was seeing the diversity in the school and wanted to represent their voice.” 

This isn’t about symbolism. It’s about governance quality: better questions, wider perspectives, stronger challenge, and decisions that actually reflect the lived experiences of the children and communities served.

Parent voice: when governance becomes gratitude (and advocacy)

Not every parent knows what governors do until something goes right (or goes wrong) for their child.

In the same Camden research, a parent governor described their motivation like this:

“We were just very grateful for what the school have done to my son Just to show that gratitude” 

That’s the heart of it: governors are often people who choose to turn care into action and help schools improve for every family, not just their own.

And sometimes, the absence is the loudest message

One school governor, speaking in research about Black Caribbean pupils, described a reality many families will recognise:

“There are a significant number of Black teachers in our school but not one Black governor.” 

That absence sends a message even when nobody intends it to.

Because young people notice who gets to lead.

They notice whose voice counts.

And they notice when decisions are made about them, without anyone who truly understands their lived experience in the room.

What governors actually do (in plain English)

If you’re thinking, “I’m not an education expert” good. You don’t need to be.

Good governance is about:

• Strategy: Where is the school going? Who is it serving and who is it missing?
• Accountability: Are leaders doing what they said they would do? What does the data really show?
• Culture and safety: Are pupils safe, respected, and able to thrive?
• Financial oversight: Are resources being used wisely and fairly?

You bring value through your questions, judgment, community insight, and moral compass  not through knowing every acronym on day one.

As one Camden governor put it:

“If you don’t [have certain skills], that’s fine, too, because these skills you learn as well.” 

“If I can do it, anyone can” — but boards must be ready for you, too

There’s a quote used in a GovernorHub story about a young Black woman entering governance that captures the encouragement many people need:

“This little girl grew up to become a school governor - and if I can do it, anyone can!” 

But here’s the honest truth: diversifying governance isn’t only on you. Governing boards also have responsibility to build inclusive cultures where ethnically diverse governors are welcomed, supported, listened to, and not tokenised.

National governance guidance has explicitly highlighted barriers like alienation from the school system, concerns about tokenism, and lack of role models. 

So, if you join, you’re not just filling a vacancy you’re helping to raise the standard of what “good governance” must look like.

How to take your first step (practical and doable)

1. Start local
    Ask your child’s school (or your former school) how they recruit governors. Many boards rely heavily on word-of-mouth which is exactly why diverse communities can be missed. 
2. Use a matching service
   Organisations like Inspiring Governance (linked to national governance work) exist specifically to widen participation. 
3. Ask about support before you commit
    Ask: What induction do you offer? What training? How do you ensure all voices are heard? (It’s a fair question and it signals you’re serious.)
4. Bring a friend
    One Camden finding was that encouragement is especially powerful when it comes from someone who shares your background. 
    So: invite someone else. Two voices change a room faster than one.

A closing message, from one community member to another

• If you’ve ever watched the system misunderstand your child
• If you’ve ever felt, you needed to translate yourself to be taken seriously
• If you’ve ever wanted to make sure “fairness” is more than a slogan

Then consider this your invitation.

Because children deserve governing boards that reflect their lives — and communities deserve the dignity of being part of the decisions that shape their futures.

And you deserve a seat at the table.