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The purpose of this paper is to explore models of community outreach to BME and faith communities in the London Borough of Harrow.

The paper explores community outreach with a specific emphasis on the delivery of community mental health services through partnership working with BME faith groups.

The paper considers models of community outreach to BME and faith communities and explores the impacts of service cuts and the emerging Big Society agenda on BME and faith groups.

Having identified some of the challenges that exist, solutions are proposed that can help to enhance the likelihood of achieving funding through delivering flexible innovative models of working which play to pre‐existing strengths.

At a time of service cutbacks when people are increasingly reliant on locally based BME communities to provide essential services, the role of information provision and basic training is critical in delivering culturally accessible and tailored services.

The proportion of those over the age of 65 years in black and minority ethnic (BME) groups in England and Wales is increasing. The prevalence of dementia and depression among BME elders from different groups in the United Kingdom is generally similar to or higher than in indigenous white British elders. Two methods were used to provide a conservative estimate of the absolute number of cases of dementia and depression among BME elders. Data on prevalence from published studies of different BME elderly groups and the number of those over the age of 65 years from different BME groups in the general population in the 2001 population census were used for analysis. The most conservative estimates of the absolute number of cases of dementia among BME elders were 7270 and 10,786 for the two methods of analysis; the corresponding figures for depression were 33,559 and 52,980. There is a significant amount of psychiatric morbidity among the elderly from BME groups. A multi‐faceted approach is needed to ensure that commissioning, design, development and delivery of culturally capable, appropriate and sensitive old age psychiatry actually occurs and improves the equity of service access by BME elders.

The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers.

The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England.

This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors.

The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population.

Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable.

This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

The aim of this paper is to discuss the views of black and ethnic minority school leaders about the Investing in Diversity program, a black‐led program developed in 2004 to address the underrepresentation of black leaders in the London schools. Major themes are identified from interviews with black and South Asian women graduates of the program and recommendations made for leadership development strategies to help aspiring and current black and global majority headteachers “bring who they are” to their leadership.

Qualitative case study data about the Investing in Diversity program include document analysis of curriculum modules and participant observation of the weekend residential, survey satisfaction data from several cohorts, and face‐to‐face interviews with a purposive sample of seven headteachers from African Caribbean, African, and South Asian backgrounds who completed the Investing in Diversity program six‐seven years ago. These semi‐structured individual interviews were conducted in the spring of 2012 during an all‐day visit to their schools and focused on barriers and supports in their career path, approach to leadership, and their views on their leadership preparation.

Participants identified black and ethnic minority headteachers as role models, the importance of mentoring and informal networks, and opportunities to lead as supports to their career path to headship. Many of their long‐term informal networks were established with other BME colleagues who attended Investing in Diversity. Barriers included subtle (and not so subtle) discrimination from parents, teachers, and administrators for some of the participants.

Observational studies and interview studies, which included a bigger sample of black and ethnic minority headteachers, would extend this research.

This study provides suggestions for schools and local authorities about leadership preparation strategies that make a difference for aspiring BME leaders.

There is a paucity of research on the views of British BME headteachers. This study adds to the research base on BME leadership development in Britain and contributes to international research on self‐defined black leadership perspectives.

Perinatal mental illness is an important public health issue. Conditions such as postnatal depression increase mothers' risk of suicide and can herald onset of recurrent and chronic mental health problems. Maternal mental illness can also adversely impact the cognitive, physical, and psychological health and development of children. In light of known psychosocial risks, there is concern that fewer than expected women from black and minority ethnic (BME) backgrounds access care and treatment. This paper aims to address this issue.

Responding to persistent reports of patchy service provision across the UK more generally and particular concerns about potentially unmet needs among BME women, mixed‐method research was undertaken between September 2009 and March 2010. Using survey questionnaires and telephone interviews, the study sought to explore professional stakeholders' perspectives on current perinatal mental health provision and the extent to which it meets the needs of BME women. Findings from the study were intended to inform policy and plans to improve provision by establishing managed care networks (MCNs) for perinatal mental healthcare.

In total, 45 questionnaires were returned from the national survey. One‐third of respondents (n=14) consented to follow‐up telephone interviews. There was evidence of multi‐agency working among the 27 professional groups which respondents reported as being directly involved in delivering perinatal mental healthcare across the country. However, there was also evidence of disjuncture and poor communication – particularly between statutory and voluntary sectors and NHS primary and secondary care. Some respondents had difficulty defining “BME” or identifying the women to whom the acronym might be applied. They also questioned the validity of providing “BME‐specific” services. Instead, they endorsed more ethnically “inclusive models” of provision and “signposting” women to appropriate “community” services.

Taken together, these findings suggests that whilst there might be a theoretical argument for perinatal mental health MCNs, considerable effort is required if policy‐makers' aspirations for more “joined‐up” services capable of meeting the needs of all women are to be fully realised. Furthermore, current proposals for public sector reform coupled with reduction in voluntary sector provision is likely to disproportionately affect women from BME and other marginalised communities as they provide significant amounts of “below the radar” care and support.

This paper is of particular relevance to policy makers and practitioners. Findings suggest that women from BME backgrounds might be particularly vulnerable to perinatal mental illness. Contraction of voluntary sector provision increases the likelihood that the needs of BME women will remain unmet with deleterious consequences for their health and wellbeing of their families. This has potentially serious public health implications. MCNs/clinical networks have the potential to reduce inequalities by providing more “joined up” care for all women. However, the evidence base for levels of need and appropriate service response to perinatal mental illness among BME women is weak. Further research is required to bridge the evidence gap and to evaluate the impact of health and social care reform on vulnerable groups.

The main aim of this study is to ascertain the progress in implementing the actions contained within the BME Housing Action Plan for Wales, by the Welsh Assembly Government (WAG) and social landlords in Wales.

The research was carried out between December 2004 and May 2005. This paper discusses some of the main findings from the systematic review of BME housing strategies and action plans covering 22 local authorities and 32 housing associations in Wales.

It was clear from all aspects of the research that the WAG's BME Housing Action Plan for Wales is having a positive impact on the profile and awareness of BME housing issues in Wales. However, the degree and extent of progress varied throughout Wales.

BME housing issues have a high profile in the social housing sector in Wales. It is important that this positive profile is maintained and does not lose momentum due to increasing and competing priorities.

Currently, the lack of incentives for compliance (and penalties for non‐compliance) presents a potential disincentive to the long‐term sustainability of the present enthusiasm and momentum on BME housing issues in Wales.

This research is the first to evaluate the progress made by social landlords in implementing the WAG's BME Housing Action Plan for Wales.

This paper aims to review the history of black and minority ethnic housing associations in England since the arrival of Commonwealth migrants.

Drawing on the theoretical framework of Lawrence and Buchanan (2017), the authors examine the interplay of institutional control, agency and resistance, in a highly racialized context.

The authors identify five phases in the development of grassroots organizers into housing associations, describing the different types of “institutional work” involved in challenging racialized institutions and establishing new institutions. The exercise of episodic power to achieve institutional agency created resistance from powerful actors seeking to maintain systemic power. The growing movement for black and minority ethnic housing fought to establish organizational legitimacy. Achieving this not only enabled them to serve and represent their communities but also entailed compromising more radical political agendas.

Racialized aspects are largely lacking from institutional theory, as are the actions of racialized individuals and organizations. In looking at a highly racialized context, the authors hope to contribute to understanding the institutional work done by such groups and the challenges they face as their efforts develop and become legitimated.

The purpose of this article is to review the series of five articles which have appeared in the Journal since the June 2007 edition. The authors of the articles in the series were tasked with exploring the theme of holistic care and integrated practice with BME individuals and communities who access health and social care services. This article explores how far this issue has been addressed, and offers some ways forward in thinking about integrated care for BME individuals and communities.

This chapter intends to provide a reflexive discussion of the experience I loosely refer to as the ‘supervisory relationship breakdown’, which led me to withdraw from a Professional Doctorate in the penultimate year of completion. The event left an indelible impact upon me; a reminder of my blackness, the contrast between that and the ivory tower of academia and the emotional toil I endured as each incident unfolded, ultimately leading to my exit and the shattering of my emotional wellbeing. The term ‘supervisory relationship breakdown’ is a superficial reference to a complex entanglement of what I deemed to be dysconscious racism and attempts situated historically to control people of colour through education. I will explore how I as a black woman in academia believe I am perceived through a dysconscious racial lens, a lens shaped by a perception to maintain white privilege. I posit how a misalignment existed between who I am and who I was perceived to be by my doctoral supervisor. The space between this misalignment became filled with inequity, tension and oppression, culminating in the relationship breakdown. I present an ‘implosion’ of the relationship as a metaphor for the embodied affect having to withdraw from the doctorate had on me; it felt as though my ‘self’ – body, mind and spirit – were broken, in a state of collapse which I did not know how I would recover from. I conclude with support and renewed hope, I returned to academia and found an alternative approach for completing my doctorate.

This article is concerned with exploring the experience of black prisoners at HMP Grendon, the only prison in the country that operates wholly as a therapeutic community (TC).

The study involved undertaking semi‐structured interviews with 11 prisoners, all identifying themselves as “black”, who had committed a range of offences, as well as representing several geographical locations from the UK, Africa and the Caribbean. An adapted form of grounded theory was used to code the data collected from these interviews.

In total, four main themes emerged from the interviews undertaken: Grendon; Father deficit; Self‐concept; and Desistance.

Grendon may be the recipient of a culture of mistrust amongst black prisoners within the wider prison estate. Consequently, black prisoners' narratives could provide some much needed clarity on black prisoners operating from an “outsider within” perspective in the predominantly white TCs at Grendon.

The research suggested that elements of the prison's TC regime may not be culturally appropriate, appealing, or marketed correctly to black prisoners. This may be compounded by the social stigma attached to black men's mental health, combined with their overrepresentation within both the criminal justice and mental health systems.

While there is a developing body of knowledge of how prison TCs offer space for offenders to reflect, address, and then transform their offending behaviour, to date there has been limited consideration of the nature of the TC experience for black TC residents in the prison system of England and Wales. This article addresses this deficit.