Plain-language explanation of Stages for Schools with school-based examples
The Six Stages Overview
The Six Stages Framework is a developmental model created by Dr. Shungu H. M’gadzah to help individuals and organisations understand their attitudes, behaviours, and responses to diversity, equity, and inclusion. In a school context, the framework helps leaders, staff, and communities reflect on where they are and how they can move toward greater inclusion and equity.
Stage -2: Intolerance and Active Harm
Deliberate discriminatory behaviours and policies that harm marginalised groups.
Examples:
- – Use of derogatory language or slurs by staff or students without consequences.
- – Bullying or racism ignored or even perpetuated by staff.
- – Curriculum content that upholds stereotypes or excludes entire identities.
Stage -1: Denial and Ignorance
A lack of awareness or refusal to acknowledge inequality.
Examples:
- – Staff or leaders claim, ‘We treat all pupils the same here.’
- – No monitoring of exclusion rates by ethnicity or SEND.
- – DEI is seen as optional or a ‘nice to have’.
Stage 0: Surface Awareness
Beginning to recognise inequities but with minimal or performative responses.
Examples:
- – Diversity posters on walls but no meaningful policy change.
- – Occasional one-off training without follow-up.
- – Celebrating cultural days without addressing systemic issues.
Stage 1: Awareness and Education
School begins building knowledge and opening dialogue.
Examples:
- – Staff training includes topics like unconscious bias and privilege.
- – Discussions about pupil experience start taking place.
- – Policies are reviewed with inclusion in mind.
Stage 2: Intentional Inclusion
Inclusion is embedded in practice and planning.
Examples:
- – Diverse voices are included in curriculum design.
- – Disaggregated data is used to reduce exclusions.
- – Pupil voice informs school development plans.
Stage 3: Equity and Systemic Transformation
Inclusion and equity are core values driving continuous change.
Examples:
- – Ongoing anti-racism work is co-led by students and staff.
- – Governors and SLT are held accountable for DEI progress.
- – The school influences others and models inclusive practice externally.
Visual Progression Chart
This chart shows the progression from exclusion and denial to transformation and equity. Use it to identify where your school currently operates and what the next step could be.
Stage -2 –> Stage -1 –> Stage 0 –> Stage 1 –> Stage 2 –> Stage 3
Intolerance Denial Surface Aware Inclusive Transformational
& Ignorance Awareness Learning Practice Leadership
🔢 Understanding the Stages (–2 to +3
| Stage | Name | Plain-language Description |
| –2 | Intolerance / Active Harm | Discrimination is normalised or upheld; harmful attitudes are unchallenged. |
| –1 | Denial / Ignorance | Inequality is ignored or denied; “We treat everyone the same” mindset. |
| 0 | Surface Awareness | Awareness exists, but responses are symbolic or inconsistent. |
| 1 | Understanding and Education | A learning culture is developing; inclusion is recognised as essential. |
| 2 | Intentional Inclusion | Inclusion is embedded in systems, planning, and practice. |
| 3 | Equity and Transformation | Equity drives leadership; school influences systemic change beyond itself. |
🏫 Examples of Each Stage in Schools
| Stage | School Culture / Climate | Policies / Systems | Staff Attitudes | Pupil Experience |
| –2 | Discriminatory behaviour goes unchecked | Exclusionary rules disproportionately affect minoritised pupils | Staff use biased language or uphold stereotypes | Pupils feel unsafe, unheard, and targeted |
| –1 | “We don’t have a racism problem here” | No data tracking by race, SEND, or disadvantage | Discomfort with DEI topics; no training | Pupils report unfair treatment but see no change |
| 0 | Diversity posters on display but no real action | Equality policy exists but isn’t lived or monitored | Occasional workshops; DEI seen as “nice to have” | Pupils may feel tolerated, not celebrated |
| 1 | Staff discuss unconscious bias and inclusion | Emerging efforts to review curriculum and discipline | Willingness to listen and reflect | Pupils feel safer to speak out and share perspectives |
| 2 | DEI is a core part of staff meetings and training | Data-driven policy revisions; inclusive leadership pipelines | Staff hold each other accountable for inclusive practice | Pupils see their identities reflected in learning and leadership |
| 3 | Equity and justice are woven into school identity | Co-creation of policy with families and communities | Staff co-lead systemic change beyond their school | Pupils are empowered, represented, and thrive |
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