“This felt like an opportunity to be authentic and express issues and thoughts in a meaningful space, without fear of repercussions.”
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wellbeing enquiries answered per month
spent on wellbeing last year
average reduction in absence against the national average
of staff who accessed our services were not absent
In early 2026, Eden Academy Trust partnered with SAS Wellbeing to pilot a series of Affinity Reflection Groups for staff.
The initiative responded to growing concerns about the cumulative impact of racism, antisemitism, Islamophobia and anti-migrant rhetoric on staff wellbeing, particularly following heightened national and local tensions during 2025.
The pilot demonstrated that structured, trauma-informed affinity spaces can play a vital role in supporting staff wellbeing, increasing psychological safety and generating organisational insight when traditional wellbeing or training offers are insufficient.
Affinity Reflection Groups
Facilitator: Dr Michael Ogunnusi
Sponsor: SAS
Pilot period: 26 January – 23 February 2026 (online)
Over the summer of 2025, staff from schools across the Trust experienced increased exposure to racist and anti-migrant narratives in their wider communities, on journeys to work and within school environments.
National discourse, visible symbols, protests and geopolitical events were reported by staff as directly affecting their sense of safety, belonging and emotional wellbeing at work.
While Eden Academy Trust had an established commitment to anti-racism and wellbeing, no existing provision offered protected, culturally responsive reflective spaces for staff to process these impacts safely.
The Anti-Racism Working Group identified an urgent need for an intervention that:
Following an introductory meeting with Dr Michael Ogunnusi, a time-limited pilot of Affinity Reflection Groups was agreed.
Format
The approach was rooted in anti-racist practice, trauma-informed facilitation and anti-oppressive principles, with a strong emphasis on predictability, choice and emotional safety.
Group Design
Four affinity-based groups were offered:
These were designed as protective spaces informed by hate-crime data and staff feedback, not as permanent organisational silos.
Participation was voluntary, with no expectation to share personal experiences or represent others.
of participants reported the pilot was relevant to their role
strongly agreed the sessions provided a psychologically safe, structured space
strongly agreed and 33% agreed the sessions supported reflection on race and immigration-related impacts at work
Staff reported relief at having their experiences recognised rather than privately carried.
“This felt like an opportunity to be authentic and express issues and thoughts in a meaningful space, without fear of repercussions.”
Participants became more aware of how these issues were affecting their mental health.
“The session made me realise that this issue impacts my mental health and wellbeing more than I had thought.”
Some staff felt more able to access additional support.
“Following the session, I am considering whether to pursue therapeutic sessions.”
The structured format was particularly effective in an online setting.
“Grounding at the beginning and time to decompress at the end — powerful online.”
Fast, personal service
Strategic alignment with trust values
Breadth of holistic support
Clear ROI – both financial and cultural
The Eden Academy Trust pilot demonstrates that well-designed, trauma-informed affinity spaces can play a critical role in supporting staff wellbeing in schools, particularly during periods of heightened social and political tension.
This is a perfect reflection of our commitment to offering bespoke, tailored cover that responds to the specific needs of each school or trust. By working closely with them, we help address the real challenges they face, providing practical solutions rather than one-size-fits-all approaches.
When delivered alongside clear organisational responsibility, these spaces provide both care and insight, supporting individuals while informing meaningful systemic change. This is part of a wider, whole-school approach, where we act as a wellbeing partner, not just an absence insurance provider.
