This interview with Nic Spearman, Deputy Headteacher at King John School in Essex, U.K., was originally published on the UNESCO website.

Across the world, teachers with disabilities are reshaping classrooms, challenging stereotypes, and strengthening the foundations of inclusive education. Their leadership is essential to achieving the 2030 Agenda for sustainable development and to supporting UNESCO’s commitment to ensure every learner has access to quality, inclusive education.

Nic Spearman is Deputy Headteacher at the King John School, part of the Zenith Multi Academy Trust in Essex, United Kingdom of Great Britain and Northern Ireland. With nearly two decades of experience in secondary education, she is a leader in teaching, learning, staffing, and professional development. She lives with Stargardt’s macular dystrophy, a genetic condition that has caused central vision loss and will eventually lead to blindness. Alongside her school leadership role, Nic mentors educators with sight loss through the Macular Society, offering practical support to help them stay and progress in the profession.

As part of the 2025 International Day of Persons with Disabilities, UNESCO and the International Teacher Task Force convened the global dialogue “Every teacher matters: Teachers with disabilities are drivers of inclusive transformation” to highlight their experiences, insights, and recommendations. In this interview, Nic Spearman shares how she navigated vision loss, advanced into senior leadership, and continues to champion a school culture where every member of the community feels seen, supported, and able to thrive. 

How did your path into school leadership unfold?

I have worked in education for 19 years across two large secondary schools in Essex. I moved into curriculum leadership in my second year of teaching, then into pastoral leadership, and later became Acting Assistant Headteacher as a maternity cover.

I joined my current school as a full-time Assistant Headteacher. It was in my first year there that I was diagnosed with Stargardt’s macular dystrophy, which affects my central vision. Five years ago, I progressed to Deputy Headteacher, as despite my sight diagnosis, my potential was recognised by the school and Trust. Throughout this time, I’ve taken on responsibilities in teaching and learning, professional development, and staffing.

What barriers did you encounter when considering leadership roles?

My school and Trust did not place barriers in front of me. The biggest barriers were internal: my confidence, my self-belief, and the fear of how my condition might be perceived.

I often wondered whether my disability would affect my performance in interviews, my ability to do the job, or how others might respond to being led by someone with a visual impairment. These worries are common among the teachers I mentor, especially concerns about whether to declare a disability early in the process. Many fear being interviewed only to “tick a box,” or, alternatively, being discounted because of their disability. Those anxieties can really undermine someone’s motivation to apply.

What helped you overcome those barriers?

Talking openly with colleagues and working with a coach helped rebuild my confidence. I also came to understand that disability strengthens leadership qualities. Adaptability, resilience, problem-solving, these aren’t abstract traits; they are lived every day.

Another key step was being selective about the organizations I work for. A school’s and Trust’s culture matters. I want to be in a place where inclusion is genuine, not just words on paper. In an environment where people with disabilities are respected and supported, many of the barriers, real or perceived, fall away.

What advice would you give teachers with disabilities considering leadership roles?

Look closely at the culture of the organization before you apply. Visit. Speak to leaders. If inclusion is only recited from policy, be cautious. If it is lived, visible in relationships, expectations and daily practice, then it is the right place.

Also, be proactive in seeking information and support. There are individuals and organizations who can help you and your employer understand what reasonable adjustments look like in practice. Accessing those early makes a significant difference.

How has your disability shaped your own leadership and your approach to inclusion?

Leaders need to be knowledgeable about supporting colleagues with disabilities, not just to comply with policy but to build a culture of safety and belonging. It requires humility, openness, and the confidence to ask questions without fear of causing offence.

Representation matters too. When disability is visible in staff teams, it helps students and colleagues recognise that difference is normal and to be valued. It strengthens the sense of belonging across the whole community.

Can you share examples of inclusive practices you’ve introduced in your school?

This week we are marking Disability Awareness Month with a school-wide session on the history of disability, the conditions experienced by members of our community, and how we can better support one another. It ties directly to our values of integrity, dignity, and equality.

We also think creatively about staffing, adapting roles, tools and responsibilities so that colleagues with disabilities or other difficulties can continue performing at their best. Inclusion requires flexibility as well as intention.

What affirmative actions should governments take to ensure more people with disabilities enter educational leadership?

Governments need to ensure that inclusion runs throughout the education system. When young people with disabilities receive the support, qualifications and belief they need, they are more likely to enter teaching and remain in it.

We also need authentic representation at every level. Recruiting more teachers with disabilities improves visibility for young learners. Many of us remember a teacher who inspired us; imagine the impact on a learner with a disability who sees someone like them leading a school.

Finally, people with lived experience must shape policy. Too often, disability policy emphasises what happens when employment ends. This reinforces low expectations. We need guidance rooted in aspiration, opportunity and empowerment; policies that enable, not further disable.

• Read the highlights report from the global dialogue “Every teacher matters: Teachers with disabilities are drivers of inclusive transformation”
• More information on the TTF Thematic Group on Inclusion and Equity in Teacher Policies and Practices
• UNESCO's work on inclusion in education
• UNESCO's work on teachers

This blog post is co-authored by Sophia Ashipala, Head for Education at the African Union Commission, and Quentin Wodon, Director of UNESCO’s International Institute for Capacity Building in Africa.
 

Education remains a top priority for Africa. As part of work carried under the Year of Education in 2024, the African Union conducted a review of the Continental Education Strategy for Africa 2016-2025 (CESA 16-25) and prepared a new strategy for 2026-2035 (CESA 26-35). The new strategy was approved at the African Union’s summit in February 2025 and is now available on the website of the African Union. Separately, the African Union also approved a new strategy for Technical and Vocational Education and Training (TVET), also now available online.

CESA 26-35 comprises of four parts: (1) A brief investment case; (2) A review of selected challenges; (3) A framework for action; and (4) A discussion on governance, communications, and monitoring. Part I for the investment case considers (i) Human rights, peace and sustainable development, including considerations related to gender, equity, and inclusion; (ii) Health and social benefits; and (iii) Labor market benefits. Part II reviews progress (or the lack thereof) for schooling and learning, as well as the links between both. It also provides a summary of key findings from the CESA 16-25 review. Part III is the core of the strategy. It provides a framework for action with six strategic areas of focus and 20 objectives. Part IV is about governance, communications, and data for monitoring and evaluation (M&E).

Teachers are at the core of CESA 26-35, with three objectives under the second strategic area in the strategy that focuses on teachers. These three objectives are: (1) Improve teacher policies, education, professional development, and accountability; (2) Increase the attractiveness of the teaching profession; and (3) Invest in school leadership including the share of female leaders where needed. The other five strategic areas under CESA 26-35 focus on (i) Resources and the enabling environment; (ii) Pre-primary to secondary education, with a focus on early learning and foundational, socio-emotional, and 21st century and labor market skills; (iii) Higher Education and TVET; (iv) Second chance programs and lifelong learning; and (v) Gender, equity, and inclusion. Several cross-cutting themes are also mentioned, including (1) digitalization and AI; (2) greening education; and (3) education in emergencies.

A simple visual aims to facilitate communications around strategic areas. The Figure below conveys the idea that education systems must be built, like a house or structure. The first two strategic areas, including the area focusing on teachers, are the foundations, followed by three pillars combined into one strategic area. These pillars relate to the foundational, socio-emotional, and 21st century skills that learners must acquire, especially through pre-primary to secondary education. Those skills also need to be emphasized at higher levels of learning, as well as in second chance programs and lifelong learning, but the period from pre-primary to secondary education is essential. Next come educational opportunities through Higher Education and TVET, and programs for children and youth out of school and for lifelong learning for adults. The roof and outside walls that encompass the whole system must ensure gender-transformative approaches, equity, and inclusion. Finally, the text at the base of the structure highlights a few critical mega-trends that education systems must adapt and respond to.

In total, CESA 26-35 has 20 objectives, a smaller than the Action Areas (AAs) in the previous strategy for 2016 to 2025 (CESA 16-25), in part to convey prioritization. For each objective, the strategy provides a brief explanation of the importance of the objective and links to guidance related to promising interventions and approaches for achieving the objective. UNESCO IICBA played an important role in working with the African Union to draft the strategy and conduct an extensive consultation process before its approval.

As CESA 26-35 is now approved and available online, the next steps will consist in planning its dissemination and implementation. A first implementation meeting with members of the CESA task force was organized in Nairobi in May 2025. On matters related to teachers, the CESA teacher professional development cluster is in the process of providing additional guidance. For example, along CESA 26-35, a separate strategy was adopted by the African Union on mental health and psycho-social support (MHPSS) for teachers in Africa.

In future articles for this newsletter, we will provide more details on the MHPSS strategy and the broader implementation plans for CESA 26-35, especially as they pertain to the teaching profession in Africa.