Myths about governance
Time and again, we see myths about governance stopping talented people from applying for the role. These three central myths come up frequently, so we wanted to share the facts. If you have questions about governance that aren’t answered here please see our FAQs or email us at [email protected]
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Myth 1: You need to work in education or be a parent to be a school governor
An understanding of the education sector is helpful but more importantly, schools need volunteers who are motivated to help schools and interested in education. Schools want school governors who bring skills useful to a school board – for example, school leaders are the experts on education but they often need help in areas relating to finance, HR, and premises management.
Myth 2: All school governors are white, male, middle aged or retired.
People from all walks of life apply to become school governors. A governing board should reflect the community the school serves, and a diverse board contributes to more effective and robust governance. Boards need people with different lived experiences – including age, race, and socio-economic background – to provide challenge and bring different perspectives.
Myth 3: School governors are operational and get involved in the day to day running of a school
School governors are not involved in running the school. The role is strategic, and as a school governor you’d contribute to the wider decision-making process. For example, you’d contribute to the direction of policies and to check and approve them once they are written, but you wouldn’t be expected to write or implement them.
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