GEC Inclusion Index - Staff - Key Behavioural Area 6
Staff Provisions
“The staff provisions here meet my current needs.”
52.6% agree
⬆ Improving Trend
So what?
Inclusion lives in the everyday details — in the toilets, staffrooms, flexible schedules, and quiet spaces. These are the provisions that let staff work safely, sustainably, and with dignity.
Yet in our 26,000 Voices dataset, just 52.6% of staff felt their needs were being met by current staff provisions. That’s nearly half the workforce saying the systems designed to support them... aren’t.
These unmet needs weren’t extravagant. They were basic and reasonable:
A quiet space to decompress
Somewhere private to pray
Adjustments for neurodivergence, menopause, or breastfeeding
“There’s no place for me to pray, so I go outside — even in winter.”
“I have to eat in my car because the staffroom gives me sensory overload.”
Staff also described patchy wellbeing support. Some schools had therapy access or coaching — others showed no flexibility after illness or trauma:
“I came back from bereavement and was expected to pick up a full timetable straight away.”
📊 Intersectional analysis showed lower satisfaction among:
Disabled staff
Neurodivergent staff
Pregnant staff and parents
Global Majority staff
The reasons? Inaccessible buildings, outdated HR policies, or cultural ignorance:
“I had to fight for time off for a religious holiday — again.”
“There’s no dignity in how this place treats new mums.”
The GEC Platform: Proven Solution
The GEC Platform listens to real staff needs — and reveals what’s missing. From cultural access to carer support, it empowers leaders to move from guesswork to action.
📊 Key Findings from 26,000 Voices:
Only 52.6% of staff said their provisions meet their needs
Satisfaction was lowest for disabled, neurodivergent, and Global Majority staff
Where needs were met, retention and wellbeing scores rose significantly
🏫 Case Study: Brays School
At Brays School, insights from the GEC Platform sparked action. Staff voice revealed gaps not only in policy, but in day-to-day provision — particularly for support staff.
The result? The school didn’t stop at data — it acted:
Teaching Assistants were given laptops for the first time, levelling the tech access gap
The GEC Circle was brought in to extend knowledge sharing, CPD, and community engagement
Support strategies were tailored to staff feedback, creating sustainable improvements
🎯 Why It Works
The GEC Platform ensures:
Provisions reflect lived experiences
Staff are consulted, not assumed about
Inclusion planning is rooted in evidence, not exception
With these insights, schools create systems that support the whole person — not just the professional.
What works?
In schools where staff provisions did meet needs, staff reported:
Transparent communication about entitlements
Access to quiet rooms, reflection spaces, and sensory-friendly areas
HR systems that flexed around lived experience
Line managers trained to lead compassionate check-ins
“My school asked what I needed after my diagnosis — and then actually made it happen.”
This isn’t about perks. It’s about dignity. When staff feel seen and supported, they stay longer, lead better, and contribute more fully. Provisions are not “nice to haves” — they’re the clearest indicator of what, and who, a school values.
Next Steps & Free Stuff
📢 Unmet needs create unseen attrition.
In our dataset, disabled, neurodivergent staff and carers (including breastfeeding staff) repeatedly asked for better workplace provisions.
🧠 To increase social capital and share inclusive practice, use the GEC Blog Series — written by our 400+ expert members from across education. These free blogs are perfect for staff CPD, newsletters, or as discussion starters in SLT:🔗 Read and share the GEC Blog
📊 Not sure where your provision gaps are?
Use the GEC Score Card to review how your school supports — or misses — key staff needs.
