Inclusion, Diversity and Well-Being by the GEC
Why did we create Say What?
Through listening to over 35,000 voices across students, staff, parents and carers, one thing became clear: many of the concepts shaping inclusion, belonging and wellbeing are often talked about by adults but not always explained in accessible ways.
Say What? was created to help make important ideas easier to understand, discuss and explore together.
Because inclusion should not feel like specialist language. It should feel like something everyone can take part in.
Say What? Free Inclusion Explainers
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Say What? Free Inclusion Explainers *
Say What? is our free animation series designed to make complex inclusion ideas simple, accessible and useful for schools.
Created by the Global Equality Collective, these short explainers help children, young people and adults explore key concepts linked to inclusion, belonging, identity, equity and voice.
They are ideal for assemblies, tutor time, staff CPD, student leadership groups, inclusion weeks, PSHE, citizenship and whole-school conversations.
Each animation is short, clear and designed to open up better conversations, not close them down.
Use them to:
introduce important inclusion language
support student voice and belonging work
start staff or classroom discussions
make complex concepts feel less scary
build shared understanding across your school community
Free for schools to use.
GEC Say What? Anti-Racism
Anti-racism isn’t just about not being racist—it’s about actively fighting against racism and unfair treatment.
It means standing up for fairness, equality, and respect for everyone, no matter our race, culture, or background. Anti-racism means taking action to make sure we are all treated equally, with kindness, and our differences are celebrated!
What makes it important?
Anti-racism helps create a world where all of us are treated with fairness, no matter our skin colour, culture, or background.
It means actively challenging racism and prejudice when we see it and ensuring all of us are respected for who we are. Just for being us.
By being anti-racist, we can work together to create a world where all of our cultures, races, and identities are valued.
GEC Say What? Disability
Understanding disability inclusion is more than compliance — it’s about transforming school culture. This animation unpacks what our Kaleidoscopic Data reveals about the experiences of disabled students and staff, and why inclusion strategies must go beyond labels to focus on lived reality.
You can use this animation to spark conversations, challenge assumptions, and drive practical change in policies, curriculum, and everyday interactions.
Disability means some of us may have different ways of doing things. This might be physical—things you can see us do. We might use tools like wheelchairs, hearing aids, or look, speak, or move differently than you. Some disabilities are invisible, like those that affect how we process things or how we feel. But everyone, with or without a disability, has strengths and abilities that make them unique!
Understanding disability helps us see the strengths that everyone brings to the table. We need to make things accessible for all, so everyone can fully participate and succeed. When we support each person’s unique abilities, we create an environment where everyone can reach their full potential.
We bring creativity and expertise to everything we do. Here, creativity meets opportunity. Whatever you're building, we're here to help you take the first step with confidence.
GEC Say What? EAL
EAL stands for English as an Additional Language.
It describes learners who use a language at home or in their community that’s different from the language used for teaching and learning at school.
EAL simply tells us that more than one language is part of their everyday life, and that they are learning English alongside their other language or languages.”
Many schools now use the term multilingual learners, but we’ll explore that fully in another video. What matters here is that students come with languages, experiences, and cultural knowledge that enrich their learning.
Being an EAL learner isn’t a problem — it’s an asset.
This animation was created with our Circle experts, EAL Inclusive!
GEC Says What? Intersectionality
Intersectionality is about the interconnectedness of who we are - our origin story, who we live with, who we are.
It’s about recognising that race, gender, disability, neurodiversity, age, and other factors come together to create a person’s unique story. When you appreciate intersectionality, you can understand people better and support their whole identity! Intersectionality means understanding that all of our experiences are shaped by many parts that make us who we are!
What makes it important?
Understanding intersectionality helps us see the full picture of who someone is.
When you recognise and respect the different parts of other people’s identities, you will create stronger, more inclusive communities.
GEC Say What? Kaleidoscopic Data
Traditional school data misses too much. Kaleidoscopic Data is our third-level framework that brings together quantitative trends and qualitative lived voice to reveal the hidden patterns shaping inclusion in schools. This is called data for inclusion.
This animation introduces the concept and shows how Champions can use it to surface intersectional insights, evidence belonging gaps, and make more intentional decisions. Use it as a foundation piece to guide your school’s next steps towards equity.
What makes it important?
Kaleidoscopic Data helps us see that everyone is different — and that’s a good thing. It shows us why some children might need different kinds of help to feel safe, happy, and ready to learn. By listening carefully to what people say and feel, it helps schools include everyone, just as they are.
GEC Says What? Multilingual & Multilinguistic
Multilingual describes people.
A multilingual learner uses more than one language in their daily life — at home, at school, with family, or online. Some grow up with two languages from birth. Others add new ones as they move countries, or join different schools.
Multilinguistic describes how languages are used in learning.
It’s about the strategies and classroom practices that draw on more than one language — the ways students can think, talk, and learn using all their languages. It also means valuing every language students bring, and creating opportunities for all learners to participate fully, whatever languages they use.
Seeing students as multilingual helps us recognise the strengths, experiences, and cultural knowledge they already carry.
Using multilinguistic approaches helps them understand new ideas, express their thinking, and feel included in every lesson.
Together, these ideas build confident, engaged learners.
GEC Say What? Neurodiversity
Use this animation to introduce and usualise neurodiversity as a normal, natural part of human variation. It reframes differences in how we think, learn and communicate as strengths, not deficits, and invites pupils to notice what helps them do their best. After watching, reaffirm class norms around respect and offer simple choices (e.g. quiet think time, visual supports, movement breaks) so every learner can access the learning.
What makes it important?
“Neurodiversity helps us remember that some people’s brains are in the neuromajority or some might be in the neurominority. Some people’s brains will be similar to yours - some will not. This is diversity!
Understanding neurodiversity helps us respect and support everyone to learn, think and communicate in the best way for everyone!
GEC Says What? Race & Ethnicity
Use this animation to frame race and ethnicity as parts of identity—heritage, culture and sometimes appearance—without making assumptions about anyone. After viewing, set class norms: respectful language, curiosity without othering (avoid “Where are you really from?”), opt-in sharing only, and no pupil as a “spokesperson” for a group. Learn and use pupils’ names as they pronounce them, and invite corrections. Refresh curriculum content and displays so authors, histories and role models reflect your cohort and beyond. Address stereotypes, slurs and microaggressions promptly, with clear reporting and restorative follow-up. Remove participation barriers (e.g. hair/uniform rules, food or festival assumptions) and plan inclusive routines. Track engagement and attainment by ethnicity—intersectionally—then co-design next steps with students and families.
What makes it important?
“Knowing about race and ethnicity helps you respect and celebrate our differences. It helps make sure everyone feels welcome and understood in school."
GEC Say What? Sex and Gender
Traditional MIS data misses too much. Kaleidoscopic Data is our third-level framework that brings together quantitative trends and lived voice to reveal the hidden patterns shaping inclusion in schools. This animation introduces the concept and shows how you can use it to surface intersectional insights, evidence belonging gaps, and make more intentional decisions. Use it as a foundation piece to guide your school’s next steps towards equity.
What makes it important?
Use this video to clarify, simply and accurately, that sex refers to biological characteristics and gender to identity and expression—and that for some pupils these differ. Set class norms around respect and privacy; use pupils’ chosen names/pronouns when they share them, and never “out” anyone. Avoid unnecessary gendering (groups, jobs, examples); offer flexible uniform options and practical privacy (e.g., seating/changing arrangements) in line with school policy and safeguarding. Challenge sexist, homophobic or transphobic language immediately and log incidents.
Refresh curriculum and displays to include diverse genders and role models. Finally, check participation and attainment by sex and for trans/non-binary pupils, then co-design small adjustments so every learner can engage fully.
GEC Says What? Social Capital
Use this animation to frame social capital.
Think of social capital as your friendship piggy bank!
It’s the ‘we’ve got each other’s back’ feeling you get when people help and support one another.
Social capital is all about the friendships, connections, and trust we share with others. When you work well with others, share ideas, and look out for your friends, you’re building social capital!
What makes it important?
Social capital helps us feel connected and safe. It means we can ask for help when we need it, share what we know, and make our school or community stronger together.
GEC Say What? Socio-Economic Status
You can use this animation to open a honest, stigma-free conversation about socio-economic status as context, not character or merit.
Frame it simply: money shapes access to housing, school resources and opportunities, but every pupil deserves the same chances.
After viewing, reset class norms around respect and privacy; remove “hidden costs” (bring-from-home materials, paid apps), provide no-cost/low-cost alternatives, and design homework that doesn’t rely on broadband or adult help.
Quietly signpost help (breakfast clubs, uniform swaps, device loans) and track participation so trips, enrichment and leadership roles aren’t limited by affordability. Above all, use universal strategies—clear instructions, flexible deadlines, shared resources—so support reaches those who need it without singling anyone out.
What makes it important?
“Understanding socio-economic status helps us support everyone, no matter where we come from. We need to make sure everyone has what they need to succeed.”
Think of this as a little taster.
These free animations are part of a much wider collection of resources, playbooks, CPD and practical support available to schools, Trusts and Local Authorities through the GEC Platform.