Nadim Rahman
Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession.
By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action.
I am currently in my third year of teaching Business and RE at Challney High School for Boys. There is a profound sense of belonging here. I walk the same hallways today that I once did as a pupil. Stepping back through those doors felt like returning to where I truly belong, and I hope that for my students, this translates into having a teacher who instinctively understands their journey.
I have always considered myself a reflective practitioner, constantly asking: “What is my purpose here?”. For a long time, the answer remained elusive. The turning point came when I realised that my work in other industries—spanning business, property, and catering—felt hollow. While I was successful in those fields, I found that I was at my best only when I was helping others learn. I eventually realised that my greatest impact wasn't found in transactions, but in transformation. By leaning into my strength for breaking down complex ideas into accessible concepts, I found my way home to teaching.
The power of representationReturning to train at my former school was a poignant experience. Standing in the classrooms where I once sat as a student felt surreal, but it brought a sudden, sharp clarity: I am now serving as the mentor I once needed. It is incredibly moving to realise that my journey serves as a visible path for my pupils. When they share that they see themselves in my career, it reinforces exactly why I chose to return. As a product of this same community, I am a daily reminder to them that their goals are well within reach.
Representation is a catalyst for change. For many students, seeing a teacher who mirrors their background and honours their cultural values fosters an immediate sense of trust. By dismantling the hidden barriers to learning, this connection serves as a powerful declaration: they can believe in their own potential because they are guided by someone who truly believes in them.
Cultivating a community of excellenceCommunity is the cornerstone of my practice. While Challney sits within a statistically disadvantaged area, it is defined by an immense sense of pride; every student wears the school badge with honour. Alongside an exceptional staff, my mission is to help cultivate the next generation of entrepreneurs, engineers, and educators.
Teaching both Business and Religious Education allows me to help pupils bridge the gap between practical ambition and ethical reflection. I encourage my students to approach every challenge with the desire to improve by just 1% each day. By fostering this mindset of marginal gains, I aim to shape well-educated, empowered individuals who emerge with the character and drive to give back to their communities.
Protecting the light: support and wellbeing
I recognise, however, that teaching is a marathon of the heart, and the early years are often weathered by exhaustion and self-doubt. I navigated those challenges thanks to a mentor who saw my potential and prioritised my wellbeing, reminding me that we cannot pour from an empty cup. To change the lives of others, we must first protect our own light.
Our shared ethnic minority background was instrumental in this relationship, her lived experience allowed her to understand the nuance of balancing family life with a demanding workload. It is a testament to how having colleagues who see you as a whole person can ignite the drive to sustain high-quality teaching.
Breaking barriers and raising aspirationsThis support has made me mindful of the unique journey towards leadership. While the pressure to over-perform can be a reality for ethnic minority educators, I am deeply encouraged by the visible transformation taking place today. The increasing diversity within our own Senior Leadership Team is a powerful sign that the landscape is shifting towards true representation. It proves that the 'glass ceiling' is no longer a fixed boundary, but a barrier we are actively dismantling together. I believe that true progress occurs when the entire educational community works to champion equity, ensuring that leadership reflects the rich diversity of the pupils we serve.
What makes it all matter
Ultimately, the heartbeat of teaching lies in those quiet, understated moments that stay with you: a pupil sharing that they see a role model in me, or watching a class find their own voice because they finally feel truly seen. It is a profound privilege to walk alongside students from the first days of Year 7 to the final milestones of Year 11. To witness that transformation first-hand is a gift that never fails to move me.
On the rare, precious occasions when a young person tells me I have made a difference to them, it brings a sense of purpose so deep it is difficult to put into words. These moments are the 'why' behind everything I do—a constant reminder of the responsibility I hold towards every child in my care. Every teacher has the power to inspire the next generation to dream bigger, we just need the platform to excel. We must continue to shine a light on this talent to ensure the amazing teachers of today remain in our classrooms to shape the leaders of tomorrow.
The Early Career Teacher Entitlement (ECTE) is a funded 2-year programme designed to give new teachers the best possible start to their careers. It helps early career teachers (ECTs) build confidence, develop professional skills, and meet the Teacher’s Standards, ensuring they are well prepared for the classroom.
A key feature of the ECTE is dedicated mentor support. Mentors guide ECTs through training and professional development, while also supporting their wellbeing. Stories like Nadim’s show how this approach creates confident, capable teachers who deliver high-quality education for every pupil.
https://teaching.blog.gov.uk/2026/03/23/nadims-story-teaching-with-purpose/
seen at 11:13, 23 March in Teaching.