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GOC Standard 11: Equality, Diversity and Inclusion in Optical Practice

Promoting Fairness, Respect, and Non-Discrimination in the Workplace (Within S11)

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GOC S11: EDI in Optical Practice
Why EDI Matters
Legal & Professional Framework
Discrimination in Practice
Recognising Unfair Treatment
Microaggressions & Unconscious Bias
Inclusive Practice
Inclusive Workplace Practice
Challenging Discrimination
Culture of Fairness & Respect
Reflection & Continuous Improvement
Exam Pass Notes (GOC S11)
Reading List
Course Completion: GOC S11 EDI
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Scenarios: Discrimination in Practice

Two common pressure points-recruitment and patient preference-often require decisive, fair action. The scenarios below show how discrimination can emerge, how to pause safely and how to document decisions so they withstand scrutiny under the Equality Act 2010 and GOC Standard 11. ^[1]^[2]

Applying the law and standards to everyday dilemmas

Scenario 1

Scenario

A community practice is recruiting for an optical assistant. The shortlisting panel is reviewing CVs when one application stands out for experience: 30+ years in community optical roles. During the discussion a panel member comments, "We need energy on the shop floor; let's prioritise younger applicants." The room goes quiet as other panel members consider how to respond without delaying the process.

How should the panel proceed lawfully and fairly?

Use predefined essential and desirable criteria and a structured scoring rubric for shortlisting and interview selection. ^[3]^[5]
Avoid age-coded or subjective phrases; where "stamina" or similar is genuinely required, define observable behaviours (e.g., "stands/walks for X hours with scheduled breaks"). ^[4]
Consider reasonable adjustments and whether physical demands are intrinsic to the role; record the justification if they are. ^[1]^[3]
Keep objective, contemporaneous shortlisting notes and anonymised scoring matrices. ^[3]
Ask consistent, competency-based interview questions for all candidates. ^[5]
Agree the role profile and scoring rubric with a sign-off and date, and retain evidence of this governance. ^[2]^[3]
Aim for panel diversity where feasible and provide feedback to candidates grounded in the agreed criteria. ^[2]
If bias or inappropriate comments persist, proportionately pause the process, seek HR or ACAS advice, and record the reason for the pause and the governance contact. ^[3]

Scenario 2

Scenario

During a routine clinic, a patient is booked for an eye examination. On arrival the patient declines the allocated clinician, stating, "I don't want to be seen by someone of that race." Staff nearby hear the comment and the clinician looks visibly upset. The team must decide how to protect the colleague while maintaining a safe service for the patient and others.

How should staff protect colleagues while maintaining service safety?

Make clear the practice will not accede to discriminatory requests; any reasonable changes to appointment timing should be driven purely by clinical capacity, not to reward discrimination. ^[7]
Prioritise the targeted colleague's safety and dignity; staff should de-escalate respectfully and back up the colleague in real time. ^[8]
Consider offering a chaperone if abuse continues and follow policy if the encounter needs to be terminated for safety. ^[8]
Temporarily reallocate appointments for safety where necessary, ensuring this does not imply fault by the targeted colleague. ^[7]^[8]
Record the incident factually, noting who was present, the exact words used, date/time, actions taken, effect on service, advice sought and follow-up. ^[8]^[6]
Notify leadership and consider actions such as a behaviour warning letter or flagging the patient record consistent with UK GDPR and local policy. ^[6]
Use a standard zero-tolerance script to communicate boundaries and, where escalation occurs, seek further advice and document governance contacts and decisions. ^[7]^[8]

In both cases, the defensible basics are clear reasons, a consistent process, and notes made at the time. Train panels and frontline staff to recognise when ‘coded’ or ‘just practical’ suggestions may be discriminatory—this prevents disputes and protects clinic time.^[5]^[3]^[2]

References (numbered in text)

Equality Act 2010, legislation.gov.uk (The National Archives) 2010 Find (opens in a new tab)
Equality, diversity and inclusion, General Optical Council Find (opens in a new tab)
Following discrimination law – Recruitment, Acas Find (opens in a new tab)
Age discrimination, Equality and Human Rights Commission (EHRC), 17 February 2020 Find (opens in a new tab)
Using structured interviews to reduce bias in emergency medicine residency recruitment: Worth a second look; Rebecca H Hughes, Sarah Kleinschmidt, Alexander Y Sheng; AEM Education and Training, 2021 Find (opens in a new tab)
Special category data, Information Commissioner's Office (ICO), 28 October 2024 Find (opens in a new tab)
Racism in the workplace / Managing discrimination from patients, General Medical Council Find (opens in a new tab)
Violence and aggression: short-term management in mental health, health and community settings (NG10), National Institute for Health and Care Excellence (NICE) Find (opens in a new tab)

Key Points

Please take a moment to review these points, reflect on their significance and consider how they apply to your own experiences.

Tick to confirm (optional):

Recruitment decisions should use predefined essential/desirable criteria and structured scoring to avoid age or other bias.
Avoid age-coded language; define any physical requirements as observable behaviours and consider reasonable adjustments.
Retain objective shortlisting notes, anonymised matrices and a dated scoring rubric with sign-off for governance.
If bias is suspected, pause the process, seek HR/ACAS advice and record reasons and contacts for the pause.
Practices must not accede to discriminatory patient requests based on protected characteristics (eg race).
Prioritise colleague safety and dignity, de-escalate respectfully and consider chaperoning or termination of the encounter if needed.
Temporary reallocation for safety can be used without implying fault by the targeted colleague.
Document incidents contemporaneously: who was present, exact words used, time/date, actions taken and follow-up.
Use objective justification, consistent processes and contemporaneous notes to ensure defensible decisions under the Equality Act and GOC Standard 11.
Train panels and frontline staff to recognise coded suggestions as potential discrimination to prevent escalation and protect clinical time.

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Course Snapshot

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Length: 60 minutes CPD (1.00 CE Credits)
Appropriate for: Optometrists, dispensing opticians, optical assistants, practice managers, supervisors, HR personnel and clinical leads in community and hospital eye services.
Course Price: Free
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Mecourse Lifelong Learning (2025) ‘Scenario Page 1: Discrimination in Practice’. Mecourse Lifelong Learning [Online]. Available at: https://www.mecourse.com/scenario-page-1-discrimination-in-practice [Accessed 12 May 2026].

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Mecourse Lifelong Learning. Scenario Page 1: Discrimination in Practice [Internet]. Mecourse Lifelong Learning; 2025 Aug 22 [cited 2026 May 12]. Available from: https://www.mecourse.com/scenario-page-1-discrimination-in-practice.

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Mecourse Lifelong Learning. Scenario Page 1: Discrimination in Practice. Mecourse Lifelong Learning. Published August 22, 2025. Accessed May 12, 2026. https://www.mecourse.com/scenario-page-1-discrimination-in-practice.

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