Leeds Trinity University: empowering Black Asian and Global Majority student teachers: a framework for inclusive mentoring and positive action

Recent research by the School of Education at Leeds Trinity University (LTU) has highlighted inequality in student experiences and outcomes for Black, Asian, and Global Majority (BaGM) students. This inequality stems from a lack of voice and contributes to a limited institutional understanding of the specific challenges and obstacles related to race, culture, and ethnicity. By exploring the lived experiences of this group, Primary Education leaders developed a targeted, inclusive mentoring initiative that provided a constructive framework for open dialogue and positive action.