Using my voice to help shape the future of education

Nearly 40% of children in school in England are from a minority ethnic background but school governing bodies across the country do not reflect the diversity of their student body. That is something Stoko Thabethe (MSc Empires, Colonialism and Globalisation 2021) wants to see change. A passion for education and a desire to create positive change for young people and their educational experience, is what drove her to become a school governor.

Stoko is one of 36 LSE alumni who have been placed as school governors at schools across England and Wales through the LSE School Governor Scheme since 2022. We talked to her about why she volunteers as a governor at a local secondary school in Surrey and what makes the role so rewarding.

What inspired you to become a school governor

Since leaving education, I have been in and around it. From tutoring children to volunteering at day care centres, I have always had a passion for education and continue to feel invested in the sector.

But from nursery to university, I had never been taught by someone who looks like me so when I saw that LSE offered the School Governor Scheme, it felt like the right time to deepen my involvement and contribute to the strategic decision-making of a school. The opportunity to have a positive impact on hundreds of children at a much greater level feels important to me.

Embedding equity, diversity and inclusion in education

Now, in my role as a school governor, I have been focused on embedding equity, diversity and inclusion (EDI) in the school’s policies and aiming to make the environment much more equitable for a broader range of students.

I occupy a unique space. Not only as a person of colour but as a young person, I am much closer in age to the students in the school, than I am to rest of the governors on the Board. So, I am intentional about ensuring students' voices are reflected in the decision-making of both the governing board and senior leadership team. And we must do that through actively engaging with them. As a result, we have greater visibility of how students are responding to changes across the school and can adapt our approach accordingly.

I often get to go around the school on learning walks and sit in lessons, and it is a good opportunity to ask students and teachers questions and see the school in action, gaining an honest account of the day-to-day life. Providing this space, enables students and teachers to share their feedback and feed into any decisions. We also run surveys to ensure there are other methods for our key stakeholders to share their views.

The most rewarding parts of being a governor

One piece of work I am most proud of is the recruitment of the new headteacher at the school I govern. I was determined to make the entire process equitable and inclusive, and by making substantial changes to the usual system to ensure EDI was embedded throughout, we had a solid talent pool to recruit from. I now work alongside a Black woman headteacher and it is incredibly rewarding to know I played a part in this appointment. Representation matters and students can see themselves reflected in their school's leadership.

Over the past year, I have helped shape policy changes and championed a broader range of perspectives within the curriculum. It truly feels like I am helping to create an environment that I would have loved to experience growing up. My fellow governors really value my opinion and views, especially as a young Black woman, and as a result we have been able to see tangible changes.

The challenges

The role is time intensive which can inhibit people from a wider range of backgrounds signing up. If you are early in your career, with less flexibility, it can be more challenging to offer your time to get involved. If you are like me, mid-twenties with a full-time job, you might think it is not possible for you to volunteer your time. But the LSE scheme supports you in finding the right school for you, to help minimise the barriers to participate.

It can be challenging at the start on whether you feel you are able to add value to the governing board. But over time, you find your feet, set up a process to get on top of the documents and grow in confidence, ensuring your voice is also heard.

Schools face increasingly complex challenges, from supporting students with special educational needs to preparing young people for a rapidly changing world. As governors, we help schools navigate these issues by providing oversight, challenge and support.

The impact of an LSE education

LSE is uniquely multicultural and takes an international approach, rather than assuming the way processes are in the UK are the normative. It not only attracts students from around the world but actively encourages diverse global perspectives.

Having this type of education has provided me with a great foundation to challenge and critically engage with every single problem I am faced with, which has been of much benefit to me in my professional and volunteering roles.

Top tips for fellow alumni thinking of volunteering

Before applying to become a school governor, think about the unique perspective and experience you can bring. If you can clearly articulate the value you could add, you will have a solid foundation for both the application process and the role itself.

Remember that most people take on governor responsibilities alongside work and other commitments, so be realistic about the time you can commit.

Finally, do not feel pressured to attend everything. Focus on where you can make the biggest contribution and prioritise accordingly. Being an effective governor is about making a meaningful impact, not doing everything.

Serving as a school governor has enabled me to combine my passion for education with a commitment to creating more equitable opportunities for young people. I would encourage any alumni who cares about education and creating a positive change to consider getting involved.

September 2026

Thank you to Stoko for sharing why she volunteers as a School Governor.

The LSE School Governor Scheme is delivered collaboratively by LSE's Widening Participation Team, Philanthropy and Global Engagement Team and education charity Governors for Schools.

If you are interested in learning more about the opportunity to become a school governor, please complete the expression of interest form and a member of the team will be in touch with you.

If you have any questions, you can also contact LSE's Widening Participation Team.