How Do We Communicate the Value and Importance of Diversity Surveys to Our Volunteers?

What is this advice about?

Volunteers are a vital part of the heritage sector. From gardening, welcoming visitors to historic places and excavating archaeological sites to archiving oral histories and leading governance on boards, they carry out essential duties. At Historic England, one of our key priorities is making sure as many people as possible can enjoy and engage with heritage, including through volunteering opportunities.

This advice is for any organisation in the heritage sector that has volunteers. It details how to approach the subject of diversity surveys and inclusion with volunteers in sensitive ways. It is also designed to help organisations enable their volunteers to take part in the 2025 Historic England Heritage Sector Volunteer Diversity Survey, or more generally to have conversations around inclusion, diversity and equality.

This advice was adapted from our resource How Do We Communicate the Value and Importance of the Diversity Survey to Our Workforce?, originally written by Nexer Digital to support the 2024 Heritage Sector Workforce Diversity Survey.

What are the key points?

What is the background to the volunteer diversity survey?

What is a diversity survey?

A diversity survey asks people to report how they self-identify across different demographic characteristics. These usually include the protected characteristics of the Equality Act 2010, but may also include other questions such as caring responsibilities or social mobility. It is used to audit a group or organisation to discover where there might be gaps in representation. This can help identify barriers that can impact whether people join or stay in an organisation.

It is an anonymous survey and does not collect identifiable information such as email addresses, precise geographic locations, or names.

Diversity survey results are not a value judgement on an organisation or group taking part – they are a tool to understand where support and resources are needed.

Why is Historic England doing a diversity survey?

As part of the ongoing work on inclusion, diversity and equality (IDE) and the Historic Environment Forum's 'Heritage Sector Resilience Plan 2022-2024', Historic England has identified a lack of consistent data collection in the heritage sector. Although some areas of the sector have made individual progress, there is not a consistent and aligned method of data collection to assess diversity across the sector.

To ensure the heritage sector is truly representative, we need to first understand who is currently being represented in the sector and who is not. We can then explore ways to encourage more diverse voices and people with lived experience to get involved in the sector.

Volunteers are a vital part of the sector. There are 10s of 1000s of people volunteering in heritage across England. Historic England wants to ensure that these opportunities, and all the benefits that are associated with them, are open and accessible to as many people as possible.

The diversity survey is voluntary and anonymous, and no identifiable data will be collected. Each question has an answer option for 'prefer not to say' or an equivalent, so participants can answer only the questions they wish to. Each question also has the option to self-define.

It is important to highlight that there are no wrong answers in a survey such as this. It is designed to find out how individuals see themselves and their own identity.

How do we talk about diversity with our volunteers?

Why have you asked these specific questions?

The survey questions are based on the protected characteristics of the Equality Act 2010, which forms the basis for most representation and diversity work in English organisations today.

Alongside these characteristics, there is an additional section on socio-economic background and identity. Although socio-economic background (or 'class') is not currently a protected characteristic in UK law, there is evidence that this can directly affect an individual's access to opportunities and life chances.

We have also asked about why people choose to volunteer. This helps us to understand the link between volunteering, careers, wellbeing, and other motivations.

For each section, we have outlined the nature of the questions and the background as to why it is important to ask them below. This information can be used to frame conversations around the survey with volunteers or anyone across your organisation.

Talking to our volunteers about inclusion, diversity and equality

Talking about some of the topics in the diversity survey can be difficult, both for you as an organisation and your volunteers. Some of the topics raised can be sensitive or misunderstood, especially if it is something your organisation has had little experience with or exposure to.

The survey is anonymous, and your volunteers will submit their answers directly through an online form. You do not have to ask them about any of their answers or collect any paper copies of the survey. You are not required to have conversations with your employees about anything covered in the survey or ask them questions about their protected characteristics or identity. It is important to emphasise that volunteers have the option to select 'prefer not to say' to any of the questions – this answer is also useful data to us, as it helps us understand what people are less comfortable with sharing.

However, to support engagement and encourage participation, you might wish to let your volunteers know you're available to talk if they would like to. You may also receive questions about the purpose of the survey and why it's happening.

This guidance provides some additional resources and information to help you have open conversations with your volunteers if you consider this appropriate and valuable and to tackle what can be unfamiliar and potentially uncomfortable topics.

Under each section that follows, there is information on how you might talk about that topic, including language guidance and key phases to consider. At the end of the guide, there are also some links to helpful external resources and further reading.

What are the survey sections?

The survey should take around 10 minutes in total to complete and is made up of several sections, each covering a different topic.

The following information provides further detail on the questions in each section, including relevant statistics and background on why we have chosen to ask them. It also provides guidance on talking to your employees about each area and advice on language.

1. Your organisation

Questions in this section:

• What is your organisation type?
• Where in England do you volunteer?
• Which heritage domain is your organisation a part of?
• What is your role within your organisation?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why are we asking these questions?

We are collecting information to help us understand who is working in our sector. Part of this will be understanding representation across all domains, and therefore, we need to learn a bit about the sector the person filling in the survey volunteers in.

These questions have been chosen to allow the data collected to be grouped according to organisation type and size, enabling a better understanding of the demographics in each area. The data will only be segmented using these fields when there are enough responses to gain valuable information for any one area and to ensure anonymity is protected.

There is a diagram in the survey about the 'domains' of the heritage sector. This is a term used within Historic England to break down the heritage sector into different areas, with different roles and responsibilities.

Talking to your volunteers about their role within the heritage sector

Understanding where people volunteer is important as it helps us understand if some types of organisation have more barriers in place to volunteering, which can help Historic England support those organisations.

The questions in this section, as with all questions in the survey, have the option to select 'prefer not to say' as an answer. If someone is uncomfortable providing information about their role within the heritage sector, reassure them they can choose this option.

2. Reasons for volunteering

Question in this section

• What is your main reason for volunteering?

Why are we asking this question?

Understanding the motivations for volunteering helps Historic England and the sector to understand what people gain from volunteering, and how to build opportunities that reflect that.

Volunteering may be part of someone's career path, an opportunity for socialising, a boost to wellbeing, or a way to give time back to a community. Gathering data on this helps us to understand why people volunteer, and target support for organisations to help them build opportunities that reflect the needs of their potential volunteers.

Talking to volunteers about their reasons for volunteering

You may already ask this question when people apply to volunteer with you, or as part of volunteer development. This question can be a good way to introduce the survey as it can build on the positives of someone's volunteering experience and explore their reasons for enjoying volunteering.

You could introduce the survey by asking people to think about why they became involved in your organisation, highlighting that the survey aims to help others access the same kind of opportunities.

3. Age

Question in this section

• What is your age?

Why have we asked this question?

In England, volunteering is very age-related. In the most recent UK Government survey of volunteering, 16% of adults took part in formal volunteering over the last year. Broken down by age bracket, this varied from 23% of 65 to 74 year olds to 11% of 25 to 24 year olds. Volunteering levels across all age groups have not recovered since the COVID-19 pandemic, but the most marked decline has been in people under 65.

These categories have been chosen because the Office of National Statistics recommends requesting data in age brackets according to standard census classification.

Talking to your volunteers about age

Be conscious of age stereotypes when talking about age. Phrases such as 'young learner' or 'mature volunteer' can reinforce stereotypes, creating assumptions about an individual or group based purely on age.

Stay clear of language that risks belittling individuals or groups of people. For example, avoid referring to a young person over 18 using terms generally reserved for children, such as 'boy' or 'girl', or using words such as 'geriatric' or 'grandad/grandma' when talking to an older person.

Age can be a sensitive topic and people can feel uncomfortable grouping themselves in an age range for the purposes of a survey (especially if they have recently moved into a new age bracket). Reassure your volunteers that understanding the age diversity in a team is important to make sure voices from multiple generations are represented and heard.

4. Disability and Neurodiversity

Questions in this section

• Does the Equality Act's definition of being disabled, as detailed below, apply to you?
• If you answered yes to Question 9, have you shared or disclosed your disability to the organisation you volunteer for?
• If you answered yes to Question 9, what best describes your disability, impairment, learning difference or long-term condition?
• If you selected 'prefer to self-describe' for the above question, please do so here:
• Do you see yourself as being neurodivergent?
• If you answered yes to the previous question, how would you describe your neurodivergence?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why have we asked these questions?

According to government statistics, slightly more disabled people (35%) take part in formal or informal volunteering once a month than non-disabled people (33%). The survey did not break this down in terms of impairment type or measure the number of neurodivergent people taking part in volunteering.

According to the National Council for Voluntary Organisations (NCVO), disabled people report a much lower satisfaction rate for their volunteering experience and significant barriers in place to some types of volunteering roles. In the heritage sector, there are many challenges including the inaccessible nature of some historic places and the lack of formal training to support disabled volunteers.

If people without lived experience of specific disabilities, conditions or neurodiversity are not volunteering in a sector, it is more difficult for an organisation to identify what barriers might exist to making the sector open and accessible for everyone.

Questions in this section are taken directly from the 2021 England and Wales Census as current best practice.

This section includes 2 questions specifically about neurodiversity. These have been included to collect data in this area separately from the wide spectrum of disability, as neurodiversity itself covers a wide range of conditions and neurotypes. Many neurodivergent people do not identify as disabled, so it is important to treat it separately.

Talking to your volunteers about disability and neurodiversity

The term 'disability' covers a wide range of experiences, conditions, and identities. People with lived experience also have different opinions about the best words and phrases to use when referring to disability. It is always best to ask an individual whether they prefer to use terms such as 'disabled' or 'neurodivergent' to refer to themselves or whether they use an alternative term.

Language around disability has traditionally emphasised the disability and not the person. Address the person first where possible, try to recognise how your employee describes themselves, and mirror this.

Avoid talking about someone being 'brave' or 'courageous' or any phrases denoting a struggle or adversity when discussing disability specifically. It can come across as patronising or belittling.

Terminology around disability and neurodiversity changes and evolves regularly, and terms that were once used fall out of favour or become problematic. Be open to being corrected, and don't be afraid to ask an individual how they would prefer to be referenced.

5. Ethnicity

Questions in this section

• Which of the following best describes your ethnic group?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why have we asked this question?

In England, there are differences in volunteering for different self-identified ethnic groups, as identified in the most recent UK Government research. Whilst the overall England average is 33% of adults undertaking formal or informal volunteering, this is 50% for adults from the Gypsy or Irish Traveller community, 42% for Arab, 40% for mixed White and Black African, 39% for Black African, and 37% for Irish ethnic groups. Rates were lower in adults for Chinese (25%), 'any other' Asian background (26%), 'any other' White background (30%), and Indian (30%) ethnic groups.

The answer options provided in the survey are taken from the 2021 Census of England and Wales, which is current best practice for questions about ethnicity in England and Wales. It is acknowledged that the groupings are broad and combine race and nationality to a certain extent. As with all questions on this survey, people can self-describe.

Talking to your volunteers about ethnicity

As with other topics in this survey, it is okay to have conversations about ethnicity, race and culture, but they should always be led by the individual. The survey asks people to put themselves into ethnic groups for the purposes of data collection, but in reality, each individual is likely to see their own identity in multiple layers based on their own race, background, upbringing, cultural identity, and experiences.

In conversations, avoid using umbrella terms to refer to an assumed grouping of people, especially if it is to assume or stereotype a perceived behaviour. Consider why phrases such as "all Asian people…" or "Black people are…" might be problematic.

Names are an important part of a person's identity, and people from different ethnic backgrounds may have a name you have not heard before. When speaking, make sure you pronounce people's names correctly, and avoid using shortened names unless someone has explicitly asked you to do so.

If someone has a name (or names) that have unfamiliar pronunciation or sounds similar to other words, do not laugh or complain about it being difficult for you. Instead, ask people how to pronounce their name and repeat it to them to check that you have it right.

6. Gender and Gender Identity

Questions in this section

• Gender: Which of the following best describes your gender?
• If you selected 'prefer to self-describe' for the above question, please do so here:
• Gender Identity: Do you identify as trans?

Why have we asked these questions?

Women are slightly more likely to volunteer than men overall (35% vs 33%). However, this equity is not reflected in many sectors and roles. Men are often disproportionately represented in positions of seniority and power, and women often comprise the majority of support/administration positions. Adults whose gender identity is different to that assigned at birth have a higher volunteer rate (42%) than those whose gender is the same as the sex registered at their birth (33%).

Half of trans and non-binary people (51% and 50%, respectively) have hidden or disguised the fact that they are LGBT at work because they were afraid of discrimination. Figures are not available for volunteers. The question on trans identity was taken from Stonewall's guidance 'Do Ask, Do Tell: Capturing data on sexual orientation and gender identity globally' to monitor and improve the workplace experience of trans people.

Talking to your volunteers about gender and gender identity

When talking to volunteers, be sensitive to how they wish to refer to their own gender and gender identity. There are no wrong ways to identify, and each person's identity is unique to them (and can change). Always ask before assuming.

Sex, gender, and gender identity are different things with distinct definitions. These terms are not interchangeable.

• Sex is a label given to a person at birth based on anatomical or chromosomal characteristics
• Gender is a socially constructed concept that is based on behaviours and perceived physical attributes
• Gender identity is an individual's sense of their own gender

Avoid making generalisations linking gender and assumed ability, and try to avoid phrases such as "man up" or "throw like a girl" as they reinforce outdated gender stereotypes.

Some people may openly share their own gender identity, including their personal pronouns, whereas others may prefer to keep this private. Try to use gender-inclusive language and respect each person's own identity by using their chosen pronouns.

7. Sexual Orientation

Questions in this section

• Which of the following best describes your sexual orientation?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why have we asked these questions?

From the UK Government's research into volunteering, we know that people who identify their sexuality as 'other' or bisexual volunteer at a slightly higher level (43 and 40%) than those who identify themselves as heterosexual or straight (33%). However, there are no figures for how this is represented in the heritage sector, or how this is represented across different types of volunteer roles.

According to Stonewall's 'LGBT in Britain: Work Report 2018', almost 1 in 5 LGBT people (18%) who were looking for work said they were discriminated against because of their sexual orientation and/or gender identity while trying to get a job in the previous year. More than a third of LGBT staff surveyed (35%) had hidden or disguised that they were LGBT at work in the last year because they were afraid of discrimination.

This question was taken from Stonewall's guidance 'Do Ask, Do Tell: Capturing data on sexual orientation and gender identity globally' to monitor and improve the workplace experience for LGBT people.

Talking to your volunteers about sexual orientation

People may choose to share their sexual orientation, or they may decide to keep it private. They may not feel able or ready to share their sexual orientation. Avoid pressuring people to share if they haven't already, and consider that an individual might be 'out' but not wish to discuss it in their workplace. Take the lead from the individuals and never assume.

Terminology around sexual orientation has evolved and changed over time, so be aware of using outdated words and stereotypes. As our understanding has evolved, new phrases have entered common vocabulary, which can be confusing. If someone uses a term you are unfamiliar with, politely ask them to explain their choice of words (though be aware that different individuals feel differently about sharing or educating those around them). Useful guides to terminology are available from reputable organisations, such as the definitions glossary from Childline.

Avoid words and phrases that assume heterosexuality. For example, asking a man about his wife or girlfriend without knowing his sexual orientation. Use neutral words like 'partner' or 'spouse' if you're not sure.

8. Religion and belief

Questions in this section

• Which of the following best describes your religion or belief?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why have we asked these questions?

Religion and belief can be an important part of someone's identity and shape everything from how they interact with the world to how they spend their time each day. There are noted disparities in representation between different religions and beliefs. To address these, it will be helpful to discover how the heritage sector compares to the wider UK population.

This question was devised using Office of National Statistics categories.

Talking to your volunteers about religion and belief

Religion and belief can be difficult topics to discuss in a workplace setting. If you lack diverse voices from different religions or belief systems, you can risk a lack of understanding. People of different religions or beliefs, including those who identify as agnostic or atheist, can also experience tensions and disagreements. Begin any conversation on religion and belief with the notion that all voices are valid. Respect for one another should always be the starting point.

World events, both current and historical, can influence people's individual opinions on different religions. It is important to be aware of any potentially problematic situations between people of different faiths or belief systems and be mindful of tensions between people. Don't delay having a difficult conversation, as too much time passing can create a disconnect.

Avoid making assumptions about how people might celebrate or practice their religion. For example, not all Muslim women wear a hijab (head covering), and not all people who celebrate Christmas are Christian. Ask people to share their religious traditions and practices if they feel comfortable doing so, and encourage open discussions where people can learn.

Be mindful that there is a wide range of different beliefs and practices, even within the bracket of a single religion. Allow individuals to tell you how they prefer to identify with religion or belief.

9. Caring responsibilities

Questions in this section

• Do you have caring responsibilities?
• If you selected 'prefer to self-describe' for the above question, please do so here:

Why have we asked this question?

According to the CIPD, 1 in 4 people in work with caring responsibilities consider giving up their job, and the additional statistics in the same report show some stark realities on mental wellbeing, long working hours and trust in employers. Although the UK Government's research into volunteering did not collect detailed data on people with caring responsibilities, it did find that 22% of adults who did not volunteer stated this was because of having to look after children, and around 7% had to look after someone elderly or ill.

Talking to your volunteers about caring responsibilities

Caring responsibilities can include caring for children, parents, siblings, or other family members. It can also include someone who cares for a partner, friend, or neighbour. Caring can mean being solely responsible for another person, as well as sharing that responsibility with others.

Avoid reinforcing stereotypes around caring responsibilities. For example, that caring for a parent is a burden, or an assumption that someone is a single parent because something negative has happened to them. Everyone's situation is different. Allow them to define their circumstances to you when relevant.

Some people may not classify themselves as 'carers' or as having caring responsibilities. For example, someone who has a partner with a disability may reject the suggestion that they have caring responsibilities, instead identifying themselves simply as a couple who care for each other as any other couple would.

10. Socio-economic background and social mobility

Questions in this section

• What type of school did you mainly attend between the ages of 11 and 16?
• Think about the parent or caregiver who was the highest income earner in your household when you were around 14 years old. What kind of work did they do?
• Were you at any point eligible for Free School Meals during your time at school?

Why have we asked these questions?

Although socio-economic background is not a protected characteristic under the Equality Act 2010, understanding social mobility and the social and economic background of volunteers is key to helping to form an accurate picture of an industry's and organisation's openness and accessibility.

Recent reports have shown that the UK has some of the lowest rates of social mobility in the developed world.

Volunteering is uneven across categories of socio-economic class, as defined by the UK Government and the Office for National Statistics. Whilst 37% of those from higher managerial, administrative and professional occupations volunteered formally or informally, this was 29% of people with routine and manual occupations.

The questions in this section were chosen based on best practice for assessing socio-economic status and social mobility in the workplace. This is a relatively new area of exploration in terms of diversity, so it will likely continue to develop. The questions are those recommended by the UK Government.

Talking to your volunteers about socio-economic background and social mobility

Socio-economic background refers to the balance of social and economic factors that you were born and raised in and, crucially, have little control over. Social mobility means doing better or worse in terms of lifetime outcomes than your parents.

The terminology around socio-economic background can be problematic and emotive, especially when considering social class. Referring to a person as working class, middle class, or upper class can create connotations of status or hierarchy that may not be correct. However, it is also important to note that some people see class as an important part of their identity.

Avoid making assumptions about a person's socio-economic background, especially based on their accent, dialect, and where they grew up. Some accents have been historically and incorrectly stereotyped to denote class, education, or intelligence.

Additional resources and further reading

The subject of diversity in the workplace and society more generally is an evolving space. Guidance should be revisited and updated regularly, and ongoing feedback from participants in a diversity survey should be sought and welcomed.

• The National Council for Voluntary Organisations (NCVO) has a range of guidance for organisations with volunteers on Equity, Diversity and Inclusion
• The UK Government released a guide to Promoting Equity, Diversity and Inclusion in Volunteering in early 2025
• Sport England has a series of short information pieces on diversity in volunteering