The Six Stages Framework research and publications record reflects more than three decades of psychological practice, scholarship and professional writing by Dr Shungu Hilda M’gadzah. Originally developed to deepen understanding of racism, prejudice and discrimination, the Six Stages Framework is increasingly being cited, applied and explored within doctoral research, educational psychology, higher education, schools and organisational practice.
The SSF has continued to evolve into a broader psychological framework for understanding human behaviour, relationships, systems, identity, belonging and responses to difference.
The work is increasingly being cited, discussed and applied in doctoral research, educational psychology, higher education, schools and organisational practice.
This page provides a developing record of:
books and Six Stages Framework publications;
academic papers and book chapters;
independent doctoral and academic citations;
research using the SSF as an analytical framework;
current research collaborations;
government and policy contributions; and
wider professional applications and impact.
This is a living record. New publications, citations, research projects and applications of the Six Stages Framework will be added as they are identified.
Books and Six Stages Framework Publications
If Racism Was a Virus
M’gadzah, S. H. (2025). If Racism Was a Virus. Six Stages Publications.
If Racism Was a Virus uses the metaphor of a virus to explore how racism can spread through individuals, relationships, organisations and wider society.
Drawing on psychology, lived experience and lessons from the COVID-19 pandemic, the book considers transmission, susceptibility, symptoms, asymptomatic racism, masks of tolerance, outbreaks, immunity and recovery.
The metaphor invites readers to consider not only overt acts of racism but also the quieter processes through which prejudice can be carried, transmitted, normalised and reproduced.
The Six Stages Framework Primary School Workbook
M’gadzah, S. H. (2026). The Six Stages Framework for Primary School Children. Six Stages Publications.
Designed specifically for primary-aged children, this workbook introduces key Six Stages Framework ideas through accessible, age-appropriate activities and reflection. It supports children to explore identity, difference, fairness, empathy, belonging, prejudice and inclusion, while developing the language and confidence to think about how their own actions can affect others. Rather than simply teaching children what they should think, the workbook encourages curiosity, self-awareness, perspective-taking and thoughtful discussion, helping children recognise both inclusive and excluding behaviours and consider how they can contribute to kinder, safer and more welcoming classrooms and communities.
The Six Stages Framework Secondary Workbook
M’gadzah, S. H. (2025). The Six Stages Framework for Secondary School Pupils: Your Voice, Your Impact – Inclusion in Action. Six Stages Publications.
A practical workbook supporting secondary-aged students to explore identity, diversity, fairness, prejudice, inclusion and social responsibility.
Rooted in the Six Stages Framework, the workbook encourages young people to develop self-awareness, reflect on their attitudes and experiences, understand different perspectives and consider how they can contribute to more inclusive communities.
Understanding and Dealing with Everyday Racism: The Six Stages Framework
M’gadzah, S. H. (2022). Understanding and Dealing with Everyday Racism: The Six Stages Framework. Swan & Horn Publications.
Published in March 2022, this book provides the principal book-length exposition of the original Six Stages Framework.
Drawing on psychology, social science, current affairs and lived experience, it explores racism, prejudice and bias at individual and systemic levels and introduces a developmental framework for understanding movement towards — or away from — greater awareness, reflection, empathy, inclusion and action.
The book has subsequently been cited in doctoral research and used to inform research, educational and organisational practice.
Forthcoming and Submitted Publications
Understanding Human Behaviour in a Complex World
M’gadzah, S. H. Understanding Human Behaviour in a Complex World. Forthcoming.
This forthcoming book extends the Six Stages Framework beyond its original focus on racism and anti-racism into a broader psychological framework for understanding human behaviour.
It explores how experiences, environments, emotions, beliefs, identity, relationships and systems influence the ways people think, feel and respond.
The book considers both constructive and destructive directions of movement and examines applications of the SSF to belonging, leadership, conflict, psychological safety, polarisation, extremism, relationships and systemic change.
Understanding Disability Models and Rights: Ensuring More Inclusive Adoption Services
Berghs, M., Tam, C., Elliot, J., Stevens, T., & M’gadzah, S. H. Understanding Disability Models and Rights: Ensuring More Inclusive Adoption Services. Submitted for publication.
This collaborative paper examines disability models and disability rights in relation to adoption services, with a focus on how greater understanding of disability can support more inclusive policy and professional practice.
Status: Submitted for publication.
Academic Publications and Book Chapters
Diversity and Racism in Higher Education: The Six Stages Framework
Dempsey, A., M’gadzah, S. H., & Watson, S. D. (2022). Diversity and Racism in Higher Education: The Six Stages Framework. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education (pp. 354–376). IGI Global.
DOI: 10.4018/978-1-7998-9628-9.ch018
This chapter applies the Six Stages Framework to diversity, racism and inclusion within higher education and presents the framework as a way of assessing and supporting movement towards more actively anti-racist practice.
Autistic Spectrum Conditions in Higher Education During COVID-19
Johnson, A. L., M’gadzah, S. H., & Watson, S. D. (2022). Autistic Spectrum Conditions in Higher Education During COVID-19: Recommendations and Support Strategies. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education (pp. 188–219). IGI Global.
DOI: 10.4018/978-1-7998-9628-9.ch010
This chapter considers the experiences and support needs of autistic students within higher education, including the additional challenges created by the COVID-19 pandemic.
A Conceptual Framework: The Six Stages of Understanding and Challenging Racism
M’gadzah, S. H. (2021). A Conceptual Framework: The Six Stages of Understanding and Challenging Racism. British Journal of Research, 8(10).
This publication presents an early formal articulation of the conceptual basis of the Six Stages Framework, exploring beliefs, attitudes and behaviours associated with different positions in the process of understanding and challenging racism.
Let Us Breathe
M’gadzah, S. H. (2021). Let Us Breathe. Educational Research, 12(4).
Written following the murder of George Floyd, this paper considers racism, inequity and silence within psychology and educational psychology and calls for meaningful professional conversations and measurable change.
Racism Has No Place in Our Society. What About in the Profession of Educational Psychology?
M’gadzah, S. H. (2020). Racism Has No Place in Our Society. What About in the Profession of Educational Psychology? Voices of Black and Ethnic Minority Psychologists Crying Out During the Racism Pandemic Saying: “Let Us Breathe”. Clinical Schizophrenia & Related Psychoses, 14(1).
This paper explores racism within educational psychology and the experiences of Black and ethnically minoritised psychologists, placing professional practice within the wider context of racial injustice and the Black Lives Matter movement.
First Letter to White Educational Psychologists
M’gadzah, S. H. (2020). First Letter to White Educational Psychologists: We Can’t Breathe. Black Lives Matter. Clinical and Experimental Psychology, 6(4), 1.
An open professional letter challenging White educational psychologists and the wider profession to move beyond statements of support and engage more directly with institutional racism, racial inequity and anti-racist action.
Earlier Research and Publications
Dr M’gadzah’s work on race, inequality and educational psychology predates the development of the Six Stages Framework by several decades.
Challenging Racism and Inequality in Education and Child Psychology
M’gadzah, S. H., & Gibbs, S. (1999). Editorial: Challenging Racism and Inequality in Education and Child Psychology. Educational and Child Psychology, 16(3), 4–5.
Dr M’gadzah and Steve Gibbs edited the 1999 themed issue of Educational and Child Psychology examining racism and inequality within education and educational psychology.
The publication has continued to be cited in contemporary doctoral research on race, White privilege and anti-racist educational psychology.
Challenging Inequality in Educational Psychology Practice
Bolton, T., & M’gadzah, S. H. (1999). Challenging Inequality in Educational Psychology Practice: Perceptions of Educational Psychologists in Training and Current Practice in London Educational Psychology Services. Educational and Child Psychology, 16(3), 101–126.
This research examined trainee Educational Psychologists’ confidence in challenging inequality and explored practice across London Educational Psychology Services.
Black Consultants: Bilingual Assessment and Community Engagement
M’gadzah, S. H., Saraon, S., & Shah, T. (1999). Black Consultants: A Seminar on Bilingual Assessment, Bridging the Gap Between the LEA and the Community. Educational and Child Psychology, 16(3), 68–89.
The paper explored culturally responsive assessment, bilingualism and relationships between educational psychology services and ethnically diverse communities.
Combating Unequal Access to Education
Gersch, I. S., Cope, T., Pratt, G., Sassienie, G., M’gadzah, S. H., Saraon, S., Sutoris, M., & Townley, D. (2000). Combating Unequal Access to Education: The Work of a Local Education Authority Educational Psychology Service. In T. Cox (Ed.), Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children.
This chapter examined how an Educational Psychology Service sought to address unequal access to education and improve provision for vulnerable groups.
Educational Psychologists and Post-Trauma Stress Management
Cameron, R. J., Gersch, I., M’gadzah, H., & Moyse, S. (1995). Educational Psychologists and Post-Trauma Stress Management. Educational and Child Psychology, 12, 5–12.
An early contribution to the literature on psychological responses to traumatic and critical incidents in schools. The paper has subsequently been cited within later research on crisis response and coping in educational settings.
The Resurrection of Psychometrics: Fact or Fiction?
Lokke, C., Gersch, I., M’gadzah, H., & Frederickson, N. (1997). The Resurrection of Psychometrics: Fact or Fiction? Educational Psychology in Practice, 12(4), 222–233.
A contribution to professional debate about psychometric assessment and the role of testing within educational psychology practice.
Further Earlier Professional Publications
Dr M’gadzah’s earlier professional writing also includes:
M’gadzah, H. (1995). The Code of Practice and Implications for Ethnic Minority Pupils. Association of LEA Advisory Officers in Education Conference Journal.
M’gadzah, H., Lokke, C., & Gersch, I. S. (1998). Spotlight Psychometrics II: A Further Contribution to the Debate.DECP Newsletter 87.
M’gadzah, S. H. (1998). Media Watch. The Psychologist.
M’gadzah, S. H. (1999). International School Psychology Association: Report on Role as BPS Representative. DECP Newsletter 92.
Independent Doctoral Research and Academic Citations
The Six Stages Framework and Dr M’gadzah’s wider work on racism and educational psychology are increasingly being cited and discussed within doctoral research.
The examples below are independently authored research rather than research conducted by Dr M’gadzah.
Helena Wood — University College London
Wood, H. (2023). Educational Psychologists’ Views on White Privilege. Doctorate in Educational and Child Psychology, University College London.
Wood explicitly discusses the Six Stages Framework developed by Dr Shungu M’gadzah, describing it as an assessment and intervention tool through which individuals and organisations can evaluate their engagement with race and diversity issues.
The thesis considers how research on White privilege may have implications for frameworks such as the SSF.
Wood also cites the earlier 1999 Challenging Racism and Inequality in Education and Child Psychology publication.
Jenny Knight — University of Manchester
Knight, J. (2024). Anti-Racist Practice and Equity of Access within Educational Psychologist Referrals. Doctor of Educational and Child Psychology, University of Manchester.
Knight’s doctoral thesis cites:
M’gadzah, S. H. (2022). Understanding and Dealing with Everyday Racism: The Six Stages Framework.
The research examines how Educational Psychology Services can use referral data as part of developing more equitable, culturally responsive and anti-racist practice.
Zoe Ebanks — University of East London
Ebanks, Z. (2024). Anti-Racist Practice and Black Womanhood: An Exploratory and Emancipatory Study Into Anti-Racist Practice in Educational Psychology Through the Perspectives of Black Women Educational Psychologists. Doctorate in Educational and Child Psychology, University of East London.
Ebanks’ doctoral research explores anti-racist Educational Psychology practice through the perspectives of Black women Educational Psychologists and cites Dr M’gadzah’s anti-racism work and the Six Stages Framework.
Alice Bateman — University of East London
Bateman, A. (2023). A Participatory Research Project Exploring Educational Psychologists’ Engagement with Whiteness, White Privilege and Developing Anti-Racist Practice. Professional Doctorate in Educational and Child Psychology, University of East London.
Bateman’s research considers how Educational Psychologists engage with Whiteness, White privilege and the development of anti-racist practice and cites Dr M’gadzah’s earlier anti-racism work.
Sathya Gunetilleke — University of Bristol
Gunetilleke, S. (2024). “I Do Feel Connected to Them, But, Not Completely, There’s This Gap That I Can’t Really Close.” A Visual Narrative Inquiry of Belonging Amongst Secondary School Girls from Ethnic Minority Backgrounds. Doctorate of Educational Psychology, University of Bristol.
Gunetilleke cites Dr M’gadzah’s 2020 work in considering racism, diversity, lived experience and school belonging.
The research examines the experiences of girls from ethnically minoritised backgrounds and highlights representation, identity, discrimination and belonging within school environments.
Denise A. Miller — University of Greenwich
Miller, D. A. (2022/2024). Research on Black British female managers and constructivist grounded theory. University of Greenwich.
Miller cites Dr M’gadzah’s First Letter to White Educational Psychologists when discussing institutional racism, racialised leadership experiences and the disappearance or exclusion of Black professionals from professional systems.
Research Using the Six Stages Framework
Citation is one indicator of research impact. A further development is the use of the SSF itself as a research and analytical tool.
Grace Marsh — Grinnell College
Marsh, G. (2025). Ideological Shifts in Higher Education: Six Stages of Understanding and Dealing with Racism, Homophobia, and Ableism at the Collegiate Level.
Grace Marsh’s research uses Dr M’gadzah’s Six Stages Framework to analyse ideological and attitudinal shifts among university students in relation to:
racism;
homophobia; and
ableism.
The project demonstrates the potential for the SSF to be used beyond racism alone to examine wider forms of difference, prejudice, identity and inclusion.
The research has also been presented within academic settings, including work associated with the Midwest Sociological Society.
Current Doctoral Research Using the SSF
Portia Hazelwood — University of Southampton
Doctorate in Educational Psychology, University of Southampton
Current working title:
Building Authentic Belonging Through Social Capital for Black Children in British Schools
This current doctoral research explores authentic belonging, social capital and the experiences of Black children in British schools through participatory action research.
Six Stages Framework concepts and tools form an important part of the research and reflective approach.
The project also explores an important distinction within inclusion work:
Being present is not the same as participating.
Participation is not the same as inclusion.
Inclusion is not the same as belonging.
The research asks what schools can do to move beyond representation or physical presence towards environments in which Black children experience authentic belonging.
Status: Research in progress.
Professional and Organisational Applications
Church of England Education and the Six Stages Framework
Ayonrinde, A-L. (2024). Church of England Education and the Six Stages Framework.
This work considers how SSF thinking can support schools and educational communities in navigating identity, difference, inclusion and values within Church of England education.
Government and Policy Contribution
Children and Young People’s Mental Health — The Role of Education
M’gadzah, S. H. (2017). Emotional Intelligence — Training of Educational Psychologists and Applications in Practice. Written evidence CMH0094.
Dr M’gadzah’s doctoral research on Emotional Intelligence was submitted as written evidence to the House of Commons Health Committee inquiry into Children and Young People’s Mental Health — The Role of Education.
The evidence drew on her doctoral research:
M’gadzah, S. H. (2011). Exploring the Experiences of Recently Qualified Educational Psychologists in the Area of Emotional Intelligence and Applications in Practice: An Interpretative Phenomenological Analysis. Professional Doctorate thesis, University of East London.
Wider Professional References and Impact
British Psychological Society — Hate Crime
British Psychological Society / The Psychologist (2022). ‘Deeply worrying’ rise in hate crimes.
Dr M’gadzah provided expert psychological commentary on increasing hate crime, including the need for greater education and deeper investigation of the psychological and societal factors contributing to hate.
The BPS article was subsequently cited within public-sector scrutiny material, providing an example of professional commentary travelling into wider policy discussion.
Anti-Racism Reading List
Hurley Hall, S. (2024). Anti-Racism Reading List — March 2024.
Dr M’gadzah’s work was selected for inclusion within Sharon Hurley Hall’s anti-racism reading resources, reflecting its wider use within anti-racism education and professional learning.
Race and SEND
Dr M’gadzah’s earlier and contemporary anti-racism work has also been referenced within professional discussion about the intersection between race and Special Educational Needs and Disabilities (SEND).
Writing in this area has highlighted the long history of concern within educational psychology, including the 1999 themed issue Challenging Racism and Inequality in Education and Child Psychology and the continuing need for anti-racist professional practice.
Selected Professional Writing
Alongside academic publications, Dr M’gadzah has written extensively for professional audiences on racism, inclusion, psychology and workplace culture.
Selected pieces include:
M’gadzah, S. H. — If Racism Was a Virus…
The original article and podcast concept that subsequently developed into the 2025 book.
M’gadzah, S. H., & Cant, E. (2023). How Can We Create a Workplace Where “Masks of Tolerance” Do Not Exist?HRZone.
M’gadzah, S. H. — Become a Change Maker in Fighting Workplace Discrimination. TrainingZone.
M’gadzah, S. H. — The Prejudice-Racism Spectrum.
These publications extend SSF thinking into workplace culture, organisational change, discrimination, leadership and psychological safety.
How to Cite the Six Stages Framework
For researchers wishing to reference the original book:
M’gadzah, S. H. (2022). Understanding and Dealing with Everyday Racism: The Six Stages Framework. Swan & Horn Publications.
For an academic chapter specifically describing application of the SSF in higher education:
Dempsey, A., M’gadzah, S. H., & Watson, S. D. (2022). Diversity and Racism in Higher Education: The Six Stages Framework. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education (pp. 354–376). IGI Global. DOI: 10.4018/978-1-7998-9628-9.ch018.
Researchers should cite the particular SSF publication, tool or formulation they have used wherever possible.
Using the Six Stages Framework in Research
The SSF can support research exploring:
racism and anti-racism;
prejudice and discrimination;
belonging and inclusion;
disability and ableism;
homophobia and attitudes towards sexual difference;
identity and intersectionality;
psychological safety;
organisational and systems change;
leadership;
polarisation and extremism;
human behaviour and responses to difference.
Are you using or citing the Six Stages Framework in your research?
We welcome contact from doctoral researchers, academics, universities and organisations using, evaluating or building upon the SSF.
Contact us about research and collaboration →
We welcome enquiries from doctoral researchers, universities, schools and organisations interested in using or evaluating the Six Stages Framework.Where the SSF is used as a research, assessment or analytical framework, appropriate citation and acknowledgement of the original intellectual property should be included.
Interested in using the Six Stages Framework in research?
Contact the Six Stages Framework to discuss research collaboration, supervision, licensing, research tools or appropriate citation.
Help Us Keep This Research Record Current
Academic impact is often dispersed across theses, papers, presentations, professional publications and practice.
If you have:
cited Dr Shungu Hilda M’gadzah;
cited the Six Stages Framework;
used an SSF tool in research;
applied the SSF within an organisation or educational setting; or
published research building upon SSF concepts,
we would be pleased to hear from you.
Please contact us so that your work can be considered for inclusion in this living research and publications record.
