Advice and Guidance

Managing incidents of racism within schools can be exacerbated by external factors. Whilst we cannot control what happens externally, we can make sure that we can influence what Is in our gift to control: what takes place within our school.

To do this, we must be clear about what language is acceptable within our schools and ensure that all staff and pupils understand that and why. We know that there is considerable debate politically and socially about language and free speech, however, within schools we have a duty to safeguard children. It is through this lens that we take our approach.

When children use language that is derogatory or demeans others, it is our responsibility to address. The same applies to racist language. As educators it is important to ensure that whatever sanction is taken, education must be a part of any resolution. It is helpful to look at the following as a way of framing our actions.

Our schools should be safe places where dialogue is encouraged. However, we must always be alert to the impact that language can have positively and also negatively. When negative and derogatory language is used it prevents our schools from being a safe space and if people do not feel physically safe, they will not feel psychologically safe.

The clarity of language that is understood by all is very important: the words we use are loaded with history – both personal and public, context, culture. We need as staff and pupils to be conscious of the language we use and to understand that you can’t just assume a comment is trivial – language matters. There is a cost to our community if we do not address language as it happens.

The continuum below highlights how if we don’t “sweat the small stuff” then language can become normalised and have a swift impact on our culture.

By beginning with derogatory language and identifying how “harmless banter” can develop amongst peer groups, we believe this is the first step to normalizing behaviours that can be harmful. This is not to say that anyone who engages in harmless banter will engage in dangerous behaviours as we know that is not true. It is also not to limit freedom of speech – it is about acknowledging that Article 1 of the Universal Declaration of Human Rights should be upheld “All human beings are born free and equal in dignity and rights.” With individual rights come responsibilities to others.

With children in schools, it is important we set boundaries. It is clear that, left unchecked, language can move quickly from being ‘harmless’ to being insensitive and dangerous. When dealing with racist incidents, the intent may be part of the discussion as we address it. Whilst we know that for some children such language may be part of growing up, making mistakes and learning, there may be times that it is used in the following ways:

• Injurious – words that give rise to scapegoating, intimidation, inferiority.
• Instigating – stimulating, legitimizing or provoking violent or criminal actions.
• Intercommunal – misleading, stoking division, undercutting security or wellbeing of the larger community.

Whilst the certainty of the consequence to such incidents is paramount, as highlighted there should be education in any incident. Any incident should always be recorded. If there are further incidents then the severity of the consequence should increase as per any behaviour policy. Schools should take reasonable action and, the school leaders involved in this piece of work, are clear that it should include all sanctions that are available to schools.