Bringing my identity into my teaching
Christian’s own experiences in education encouraged his career as a teacher and a leader.
"A single interaction or moment of belief can redirect a young person’s journey"
Christian, Senior Tutor & Student Voice Lead
Why I chose FE
My decision to work in further education (FE) came from recognising how pivotal the 16–19 phase is — something I experienced while studying English and Music Technology. Those years shaped who I was, moving from childhood to adulthood with new freedoms and expectations.
My early work as a musician delivering workshops in East London colleges reinforced this; I saw firsthand the significant jump young people make after GCSEs. By the time I joined my sixth form college, stepping into a student wellbeing role after gaining my QTS (Qualified Teacher Status), it felt like the natural place to bring together my curriculum, pastoral and creative experience.
Being one of few
As a Black Caribbean man, I quickly noticed how few people looked like me across teaching and leadership. In a college of over 350 staff, I am one of only a small number of Black male teachers, and this is reflected across the wider sector.
My presence in the classroom matters; often, barriers ease before I even speak because students see someone who understands their cultural expression, body language and lived experience.
Having grown up in similar environments, I recognise when a young person needs boundaries and when they need grace. For many students, seeing someone who reflects their background makes the learning environment more relatable, comfortable and hopeful.
Identity as a driver, not a barrier
My approach to teaching is rooted in tenacity, something my dad instilled in me from an early age. I grew up hearing the message that as a Black person, you often have to work twice as hard. Instead of feeling defeated by that, I’ve always used it as fuel. Nothing is a barrier unless I allow it to be.
Because of this, I try to model resilience for my learners. I urge them to persevere through setbacks, a principle I apply equally to my own conduct. When I didn’t get the first promotion I applied for, it hurt. I felt unworthy for a moment. But I reminded myself that if I expect students to learn from rejection, I need to embody that too. I eventually went on to secure two promotions in quick succession. Timing, not ability, was the issue.
Broadening perceptions
Beyond teaching Media and English, I am the college’s Student Voice Lead. My role spans multiple departments in the college, combining pastoral care, mentoring, enrichment, leadership development and student governance. I work with disengaged young people, but I also mentor high-achieving student governors, student council leaders and other student representatives.
That balance means I can influence the full range of learner experiences, from those needing extra support to those excelling, while also countering outdated assumptions that Black Caribbean practitioners only work with "hard to reach" students.
Finding my fit
I was drawn to my current college because of its progressive culture and ethos of compassionate education. The leadership team has shown consistent belief in my potential and actively supported my career development.
What matters most to me is being in an environment where I can be fully authentic — as a teacher, a pastoral leader, a creative, a Black man, a father, and someone who deeply values community. The college has allowed me to do exactly that.
Parenting a non‑verbal autistic child with global developmental delay has also shaped the educator I am. It has given me both professional and personal insight into EHCP processes and deepened my empathy for families navigating additional needs. Being open about my son has helped me build meaningful connections with colleagues who share similar experiences, creating a sense of solidarity that mirrors the inclusive culture I strive to foster in FE.
Ambition with a purpose
At 16–19, many young people are experiencing "firsts" that shape their adulthood; first job, first real understanding of consequence, choices about university or apprenticeships.
In FE, we have them for the shortest amount of time compared to other education settings to help them navigate these situations. That responsibility motivates me every day.
Take the leap
Those from underrepresented backgrounds considering a career in FE should take the leap. You will face challenges, but they are worth it. FE offers autonomy, creativity and the chance to build meaningful relationships. Be vulnerable, build community and allow yourself to celebrate your wins. Most importantly, recognise the influence you hold — a single interaction or moment of belief can redirect a young person’s journey.