Breaking Barriers, Building Futures
Evelyn Forde MBE is a trail-blazing education leader, former President of the Association of School and College Leaders (ASCL) and recipient of TES Headteacher of the Year 2020. Recognised for her outstanding contribution to education, particularly in advancing diversity and inclusion, she received her MBE for services to education. After an exceptional career in headship, Evelyn now works as a consultant to schools and educational bodies on leadership, equity and school improvement strategies.
In this conversation with our team, Evelyn reflects on the theme of “Standing Firm in Power and Pride” (Black History Month) and our focus “Breaking Barriers, Building Futures”. She draws on her leadership journey to share candid insights on resilience, representation and reform in education offering practical advice for leaders across the public sector and beyond.
Her first book, Herstory – A Leadership Manifesto, was released on 1 October and she is currently writing her second book, Authentic Leadership – How to Win Hearts and Minds, due early 2026.
Evelyn speaks here in a personal capacity.
1. “Standing Firm in Power and Pride” suggests resilience + identity. What have been your biggest moments of resistance (internal or external), and how did you draw strength/pride from them?
Applying for Deputy Head positions was a real test of resilience and resistance. I had to resist giving up and I had to persevere despite the setbacks which were against a backdrop of my white peers successfully securing jobs. I have come to learn that resistance often meant standing firm in rooms where my presence disrupted the norm. Whether challenging deficit narratives about Black students or pushing back against performative inclusion, I have had to resist the quiet expectation to shrink. One of my biggest internal battles was learning to trust my voice, not just professionally, but personally. I drew strength from the legacy of Black British educators who paved the way and who I respectfully refer to as our ‘elders’ and I take pride from knowing that my leadership creates space for others to stand tall.
2. Breaking barriers often means being visible (“firsts,” etc.). How have visibility and representation shaped your journey? Has there been a cost to being visible, and how have you managed that?
Only 3% of Headteachers are Black or Asian so being visible as a Black woman in leadership has been both empowering and exhausting. I am known to say ‘Representation Matters’ and it really does as I have seen how my presence has inspired staff, students, and parents alike. But visibility also invites scrutiny, tokenism, and the pressure to represent an entire community. There are times when I have seen myself ‘code switching’ to fit in and sometimes that is necessary but ultimately, I have managed to stay anchored in purpose, building networks of support, and refusing to let visibility become a performance. I show up as myself —not a polished version for comfort and to please others.
3. For those aspiring to leadership from under-represented backgrounds: what strategies did you find effective (or wish you had earlier) in developing leadership presence, influence, and navigating resistance?
One strategy I would offer to emerging leaders, it would be this: lead with clarity and conviction, not just credentials. Early on, I focused on being “qualified enough” but influence comes from knowing your values and communicating them with confidence. I also leaned into storytelling: sharing lived experience helped me connect, persuade, and disrupt. And finally, I learned to navigate resistance by choosing my battles wisely—not every challenge deserves your energy. I would also suggest that aspiring leaders find a coach and/or mentor to help support and guide them as they navigate what can be a very tricky landscape. I had a Coach and now offer coaching, and it is without a doubt one of the best investments anyone can make.
4. What role do mentors, allies, sponsors play in “building futures” — and what qualities make a mentor or ally truly effective (versus well-intended but performative)?
The most powerful mentors I have had were those who saw my potential before I did and were not afraid to challenge me. Allies who made a difference did not just “support” me; they used their influence to shift systems. When I experienced abhorrent racism in a school as a Deputy Head and I left without a job it was an Ally who supported me to quickly secure another role. A truly effective mentor listens deeply, understands context, and is not afraid to have uncomfortable conversations. Performative allyship often looks like public praise without private action. Real support is consistent, courageous, and rooted in mutual respect.
5. How do you sustain your own well-being, agency, and energy when pushing for change in the face of systemic inertia or overt resistance?
As I said earlier, pushing for change in education, especially around equity and belonging can be draining. I have learned to protect my energy by creating space for joy, reflection, and boundaries. I prioritise rest, surround myself with truth-tellers, and remind myself that progress is not always linear. Agency comes from knowing when to pause, when to push, and when to pass the baton. When I stepped back from Headship in 2023 I knew I would have more time to rest but also more time to be even more intentional with driving for change—but I also make sure that my well-being is non-negotiable and that is because a burnt-out leader can’t build futures and we need a brighter future for the young people and communities we serve.
6. How does the theme “Breaking Barriers, Building Futures” map onto your vision for the next 5-10 years in education? What future do you want to see built, and what is already in motion?
This theme is about ensuring that the next generation does not face the same obstacles we had to. Over the next 5-10 years, I want to see an education system where leadership is truly diverse, where inclusion is not an initiative but embedded in the culture, and where students see their identities reflected in the curriculum, staff, and leadership. This is not about optics—it is about the outcomes for our children, and it starts with who holds the pen when policies are written and because of that we also need to see more diversity in the policy teams in education.
Already, I see networks of diverse leaders growing stronger and more vocal, and schools beginning to understand the power of belonging. The future I want to build is one where breaking barriers are no longer remarkable because the structures themselves will no longer exclude.
