The inclusion of Global Majority children in our schools: Reflections on language, the EP role and perspectives of Global Majority educational psychologists, trainees and assistants

Aim(s): This reflective essay sought to critically explore the language used to describe ethnic and cultural heritage (Global Majority, BAME and ethnic minority), reflecting on the unique perspectives and experiences of Global Majority Educational Psychologist (EP) professionals, with reflections on implications for anti-oppressive practice within Educational Psychology. Method: An online reflective discussion between four Global Majority EP professionals regarding the inclusion of Global Majority children was recorded and transcribed, producing three themes centred around the power of language, professional experiences and future hopes. Findings: The reflective Global Majority EP professionals discussion highlighted: a shared preference for the language of Global Majority, recognising the potential limitations and importance of remaining curious and respecting the cultural identities of those we work with; professional experiences of advocating for Global Majority children and staff highlighted the personal and emotional impact of anti-oppressive work for Global Majority EP professionals and reflections on the importance of representation; the group expressed several best hopes for the future of inclusion for Global Majority children in schools. Limitations: The reflective discussion was small-scale and in a single-service context, thus limiting the generalisability of findings and highlighting a need for larger scale research that captures Global Majority EP professionals’ views and experiences. Global Majority Principal EP’s perspectives were also absent. Conclusions: The findings contribute to the ongoing debate about the use of the term Global Majority, highlights the importance of EP anti-oppressive practice in the current social-political context and uniquely spotlights the experiences and perspectives of Global Majority EP professionals representing varying stages of the profession.