Anti-Racism

Toolkit
For schools, colleges
and early years settings

www.portsmouth.gov.uk
Acknowledgements

This document has been co-produced with input from teachers, parents,
young people, governors, and partners.
With thanks to:
All members of Portsmouth Education Partnership’s BLM/ Anti-Racism
Working Group
Alex Ruddock and Mariam Daniels, Portsmouth Black Lives Matter
Emma Darbyshire, Flying Bull Primary Academy
Helen Blachford and students, Priory School
Howard Paine and staff, Medina Primary School
Jo Morgan, Portsmouth Grammar School
Katie Holness and students, Admiral Lord Nelson School
Richard Clark-Lyons, Mayfield School
Starlene George, Cottage Grove Primary School
Thank you to everyone who has taken time to read and comment on the
drafts and have contributed to this version.
The artwork in the documents has been produced by children in Portsmouth,
with thanks to pupils from:
Arundel Court Primary School
Cottage Grove Primary School
Highbury Primary School
Kings Academy Northern Parade
Kings Academy College Park
Portsdown Primary School
St Swithun’s Primary School
The Portsmouth Academy

2 • Anti-Racism Toolkit • For schools, colleges and early years settings

Contents

Acknowledgements....................................................................................................................................................2
Contents.........................................................................................................................................................................3
Foreword........................................................................................................................................................................4
Why we need this document....................................................................................................................................5
Public Sector Duty of the Equality Act..................................................................................................................6
Ofsted Education Inspection Framework.............................................................................................................7
The challenges of systemic racism .......................................................................................................................8
How you can improve your racial literacy.............................................................................................................9
A whole school approach....................................................................................................................................... 10
Does the school, college or setting have a strong policy?................................................................................................11
Curriculum.................................................................................................................................................................. 12
How can we make our curriculum more reflective of diversity and more inclusive? ..........................................12
Some questions to consider:.............................................................................................................................................................13
Some opportunities could be:...........................................................................................................................................................14
Talking about racism................................................................................................................................................ 15
Responding to prejudicial incidents................................................................................................................... 16
Communicate..............................................................................................................................................................................................16
Strategies to stop the behaviour .....................................................................................................................................................17
Scenarios.................................................................................................................................................................... 18
Be specific....................................................................................................................................................................................................21
Microaggressions..................................................................................................................................................... 22
Intent vs impact........................................................................................................................................................ 23
Reporting racist incidents that happen in schools, colleges and settings.............................................. 24
Reporting racist incidents that happen outside of school or to adults in the community.................. 25
Language and terminology.................................................................................................................................... 26
References and links............................................................................................................................................... 27

Anti-Racism Toolkit • For schools, colleges and early years settings • 3

Foreword

Over the last two years, global events have Colleagues will be aware of the DfE Guidance
highlighted the significant inequalities in our Political impartiality in schools1, which is
society which disproportionately affect Minority designed to support schools in “difficult and
Ethnic groups. It is important that we are now sensitive circumstances where the boundaries of
assertive in our efforts to fully understand what is and isn’t appropriate and in line with legal
the issues at hand and to be bold in effecting duties, may not be clear”. The guidance states
meaningful and sustainable change. Tackling these “Some concepts and views are shared principles
issues will no doubt be challenging and it needs that underpin our society and should be reinforced
us all to become comfortable with discomfort and by schools. This includes fundamental rights,
to relearn and change some of our usual ways of tolerance and challenging discrimination and
thinking and doing things. prejudice”.
We know that our schools in Portsmouth are I welcome this new resource and its ambition
working hard to promote and inspire a sense of to support practitioners to take a whole system
belonging and inclusion for all pupils. We now approach to tackling racism.
realise that it is important for us to refocus the
‘The ultimate measure of a person is not where one
discussion and solutions specifically as they
stands in moments of comfort and convenience,
relate to race. Racism of any form has no place
but where one stands in times of challenge and
in our city, and our education system provides an
controversy’ Martin Luther King Jr.
opportunity for the learning, debate and leadership
that we hope will help us to eradicate racism in our
wider society.
This new toolkit sets out the importance of
embedding anti-racism into the ethos and practice
Sarah Daly
of our education system creating environments
Director Children, Families and Education
where racism and discrimination are not tolerated.
Portsmouth City Council

4 • Anti-Racism Toolkit • For schools, colleges and early years settings

Why we need this document

It has become more and more apparent that At the start of the Covid-19 pandemic, Portsmouth positively promote equality, not merely to avoid
schools, colleges and early years settings need to schools noticed an increase in racist abuse discrimination’.
take a proactive anti-racist stance. directed towards children and young people of
In the Equality Act, race can mean your colour, or
Chinese heritage (or thought to be), this was a
The tragic murder of George Floyd in 2020, and your nationality (including your citizenship). It can
reflection of the increase of Sinophobia in society
the global response it sparked, provided a catalyst also mean your ethnic or national origins, which
as whole.
for increased awareness and much needed may not be the same as your current nationality.
discussion around the importance of challenging We all know that racism is unlawful. The official For example, a person of Chinese national origin
racism in our society. Whilst the murder of definition of a racist incident, as proposed by may be living in Britain with a British passport.
George Floyd raised awareness of racism in some the Stephen Lawrence Inquiry Report (1999) is:
Race also covers ethnic and racial groups. This
areas, there are numerous examples of racism ‘any incident which is perceived to be racist by
means a group of people who all share the same
experienced by many different communities, just the victim or any other person’. This can also be
protected characteristic of ethnicity or race.
some of which are mentioned below. applied to other prejudice-related incidents.
A racial group can be made up of two or more
The alarming racism directed towards Black The Stephen Lawrence Inquiry was instrumental
distinct racial groups, for example Black Britons,
football players during the Euros 2021 and in the design of The Equality Act 2010 and the
British Asians, British Sikhs, British Jews, Romany
beyond. Whilst this was shocking to some, it equality duty has since been extended to cover all
Gypsies and Irish Travellers.
was unfortunately a reaction that many people incidents related to the protected characteristics
of colour and allies found predictable. Although set out in The Equality Act: “A prejudice-related You may be discriminated against because of
there was a lot of public support for the players, incident is any incident which is perceived to one or more aspects of your race, for example
the hatred these Black men were subjected to be prejudice-related by the victim or any other people born in Britain to Jamaican parents could
impacted on the Black community as a whole, to person.” be discriminated against because they are British
the point where some people were scared to leave citizens, or because of their Jamaican national
The Act uses the term “protected characteristics”
their homes for fear of racial abuse. origins.
to refer to aspects of a person’s identity. Treating
Azeem Rafiq has called out the racism that he a person less favourably because they have
has faced in cricket over the years, not just the one or more of these characteristics is unlawful.
overt bigotry, but the insidious bias and sense of The Act is also instrumental in ‘placing for the
isolation that he felt as an Asian man. first time an obligation on public authorities to

Anti-Racism Toolkit • For schools, colleges and early years settings • 5

Public Sector Duty of
the Equality Act
Under the Equality Act 20102, the Public
Sector Equality Duty3 requires public sector Stand up to Racism
organisations, such as schools, to:
• Eliminate discrimination, harassment and
Stand up to racism,
victimisation and other conduct prohibited by Treat people with respect
the Act And always choose ‘kind.’
• Advance equality of opportunity between No one should feel shame because
people who share a relevant protected Diversity is glorious.
characteristic and those who do not
• Foster good relations between people who Use your common sense,
share a relevant protected characteristic and People are not the same!
those who do not
It also requires education settings to have equality That is what is amazing!
objectives and information published on their Of course we’re all different and that is what’s so excellent.
websites.
Racism isn’t welcome.
Always be proud of who you are, we
Can’t give up – never!
It’s okay to be different – let’s celebrate our diversity and
Stop this for good.
Make this end forever– stand up to racism!

By Cape Town Class

Year 6, Kings Academy College Park

6 • Anti-Racism Toolkit • For schools, colleges and early years settings

Ofsted Education Inspection Framework

Under the Ofsted Education Inspection Additionally, guidance on Inspecting

Framework (2019)4: safeguarding in early years, education and
skills settings6 (updated 2021) makes clear that
Inspectors will make a judgement on behaviour
safeguarding action may be needed to protect
and attitudes by evaluating the extent to which:
children and learners from (for example):
• Leaders, teachers and learners create an
• physical abuse
environment where bullying, peer-on-peer
abuse or discrimination are not tolerated.5 • sexual abuse
• emotional abuse
• bullying, including online bullying and prejudice-
based bullying
• racist, disability and homophobic or
transphobic abuse
• gender-based violence, or violence against
women and girls
• sexual harassment, online sexual abuse and
sexual violence between children and learners
Anti-racist work is not just the right thing to do
morally; it is judged by Ofsted, and required under
statutory safeguarding duties and the Equality Act.

Anti-Racism Toolkit • For schools, colleges and early years settings • 7

The challenges of systemic racism

Generally speaking, organisations and There are many examples of this. Black graduates ‘Understanding racism is a learning journey for
communities recognise the detrimental effect earn, on average, 23.1% less than white; have adults and children alike. You are not expected to
of racism but may not always be equipped to significantly lower average pay in general7; know all the answers. Reflection and eagerness
actively promote equality. This in part is due to the are nearly ten times more likely to be stopped to learn are key to examining preconceptions. It
impact of systemic racism, which can be defined and searched by police than white people8, is important to speak openly and positively about
as policies and practices that exist throughout a contributing to far higher arrest rates; and were race, have regular discussions about racism and
whole society or organisation, and that result in more than twice as likely to die from Covid-19 than to acknowledge how race and racism impact
and support a continued unfair advantage to some people of white British ethnicity9 and four times as different people’s experiences of life.’
people and unfair or harmful treatment of others likely to die in childbirth10.
based on race. Systemic racism can be seen
This is not an easy subject and in fact may
everywhere, from beauty standards to the visibility
lead you to confront issues that make you feel
and depiction of people in everyday society. It also
uncomfortable. If you have never experienced
affects the way people live, from the jobs they can
racism yourself or ever engaged in conversation
get to their personal wellbeing and sense of safety.
about the issue, you may be uncertain about how
Overt racism however is unfortunately still with us, to talk about it. In order to enable yourself and
with suspensions from schools for racism rising increase your confidence in talking about racism,
to their highest-ever levels and the majority of explore the issue yourself first. By improving
Black, Asian and Minority Ethnic staff reporting your own ‘racial literacy’, you will be better able to
experiencing racism in school. support the children and young people around you
to improve theirs. Through feeling uncomfortable
Children and young people who suffer racism
we can learn to make life safer for those who are
in early years settings and schools have been
oppressed.
reported as more likely to suffer negative effects
including: low self-esteem, self-segregation, The British Red Cross (BRC), in their useful
disengagement from school activities, attraction resource ‘Talking with children about race and
to violent extremism, mental health problems/ racism’11 explain this further,
depression and even suicidal thoughts.

8 • Anti-Racism Toolkit • For schools, colleges and early years settings

How you can improve your racial literacy

• To learn more about racism and how it

affects people in British society look at the
Runnymede Trust online research12.
• To understand more about racism by listening
to stories of real, lived experiences. Use the
BRC Black Lives Matter: resources for young
people resource13 which contains stories
and experiences as well as reflective activities
to explore the effects of racism on individual
wellbeing. Listening to the voices of those who
experience racism is vital to understanding
it but it is important to remember that these
experiences can be distressing.
• To think about the unconscious bias which we
all have, listen to these TED talks: Inclusion,
Exclusion, Illusion and Collusion : Helen
Turnbull or Implicit Bias - how it effects
us and how we push through | Melanie
Funchess14
• Educate yourself by reading widely – you
could start by reading some of the suggested
reading15.

Anti-Racism Toolkit • For schools, colleges and early years settings • 9

A whole school approach

“In a racist society, it is not enough to be an audit of where you are, so that you can plan There is a quick pupil voice questionnaire for Key
where you need to go. Stage 121, Key Stage 222 and Key Stages 3–423
be non-racist, we must be antiracist”
as part of the Prejudicial Language and Behaviour
There are several excellent audit tools that can
Angela Davis16 – political activist, philosopher (PLAB) toolkit, housed on the PEP website24.
help with this process:
and author. These can offer a snapshot of where your pupils
• Have a look at the Portsmouth Inclusive are in regard to the subject of race and the other
Ideas about race and identity are reinforced by our
Education Quality Mark (PIE QM17) standards, protected characteristics.
surroundings and influenced by what we see and
which are already linked to the School of
hear every day. Being mindful of the amount of
Sanctuary audit tool too.
diversity and positive messages children are being
surrounded by can help them develop healthy Standards 1.1, 1.2, 1.4, 1.5, 2.6, 3.2, 3.3, 3.4, 4.3,
positive attitudes to differences between people. 5.6, 6.3, 6.5, 7.1, 8.2, 9.6, 9.7, 10.6 will already have
This obviously applies to all of the equality strands, evidence connected to this area to use in your
not just race. self-assessment.

When planning events and activities, schools, • The NEU Anti-Racist Charter18 is a framework
colleges and settings should take into account which has been designed to help you explore
significant dates and events from all cultures and ideas around race equality and plan how to tackle
religions which may directly or indirectly impact on racism with children, young people and staff.
some groups of children and young people. This • The DfE Respectful School Communities19
might include events such as: Ramadan, Eid, Diwali, is another tool which supports schools to
Hannukkah and Chinese New Year. promote respect and positive relationships in
It is important that work on diversity and inclusion schools.
is given high status, is embedded in the ethos • Education Scotland20 also has a good self-
of the school, college or setting and is led and evaluation tool and associated guidance.
evaluated by a named member of SLT.
• Ask the pupils for their perspective; it might
Where are you now as a setting, school or college? provide some interesting insight.
The very first step on your journey will probably

10 • Anti-Racism Toolkit • For schools, colleges and early years settings

Does the school, college or setting • How you will train your staff; your CPD offer
have a strong policy? • How and when you will be monitoring for:
admissions, attendance, attainment, progress,
Policies look different, school by school, setting
discipline, exclusion etc.
by setting, and will need to be specific to your
own circumstances. This does not need to be a • How you will involve and inform children and
stand-alone policy, but could be explicit within an young people, parents, carers and the wider
inclusion, anti-bullying, equalities or pastoral policy. community, so all have a voice
However, as a brief guide, does your policy contain • Responsibilities for governors, HT and SLT and
the following aspects: all staff
• A definition of racism and the school’s legal • Monitoring of the policy and review
duties (The Equality Act 2010, DfE Guidance on
• How you ensure that your uniform policy, for
Promoting Fundamental British Values, DfE The
example, does not indirectly discriminate
Prevent Duty)
against certain groups within your school
• Your overarching guiding principles community
• Information about your context – staff, children, • How you make prayer facilities available
young people and the local community;
• Links with other policies
progress and achievement etc.
As good practice policies should be coproduced
• How you will be anti-racist through teaching and
with pupils, parents / carers and staff.
learning and a representative curriculum
There are some good example documents to
• How you will deal with racist incidents (from/
start you thinking, from Devon EMTAS25 and The
about children and young people and staff)
Runnymede Trust26.
• How you will use impact assessments of pay
policy / progression and recruitment to look at
your staffing

Anti-Racism Toolkit • For schools, colleges and early years settings • 11

Curriculum

How can we make our curriculum and constantly challenging our thinking, as well as Civil Rights movement. This does still need to be
more reflective of diversity and maximising opportunities when they arise. taught and taught well. However, ensuring wider
opportunities to explore the positive contributions
more inclusive? Common types of diversity that you might want
to Portsmouth, the UK, and World History can
to start thinking about, in order to start you on the
‘I’m not asking you to be colour blind journey, are:
be much more impactful and help to challenge
thinking and prejudices. The exciting work being
but to be colour brave’ • Gender done by the Portsmouth Black History Project will
Mellody Hobson – American businesswoman
27
• Race and culture help to develop and share local Black history and
and philanthropist. to develop curriculum resources. Role models
• LGBTQIA+
The educational landscape is changing, we have portrayed across your curriculum should focus on
• Belief contributions beyond the fight for rights, as the
access to more resources than ever and a real
opportunity now to think differently and be more • Disability (including neuro-diversity) danger is people of colour being labelled always as
creative. Many subjects have already started ‘rebellious’.
• Social mobility
this journey and added some diverse topics into
their curriculums either within specifications or You should incorporate the topic of race and
reading lists. Diversity by its very nature needs to racism into different situations but do not be afraid
be broad – this is not just about “decolonising the to talk about the topic of race and racism directly.
curriculum” or celebrating Black History Month. We Children as young as three recognise race and
need to ensure we are reflecting different equality racial differences, so you can never start talking
strands and the intersectionality of humans about race and racism too early. Talking about
in all aspects of school life from curriculum to racism regularly is the first step towards making a
student voice, to our displays in school, to texts positive social change.
and images we choose to use in our lessons and It may be helpful to start look across your
communications. It is better to look at inclusion curriculum / subject areas / EYFS to explore
across the piece rather than repeating the exercise where opportunities to learn about race can
for other areas. It is not a ‘one and done’ exercise, it occur. Most pupils will already be very aware of
is a constant review. It is about being on a journey Martin Luther King and Rosa Parks and the US

12 • Anti-Racism Toolkit • For schools, colleges and early years settings

Some questions to consider:
• How do we create an environment where all feed’ of exposure, which also incorporate preconceived ideas and assumptions. Some
pupils feel safe and feel that they can contribute sporadic ‘events’ which – although beneficial – subjects will find it easier to identify areas more
fully, and where all feel respected and valued? can be seen as tokenistic and adopted by some than others and some will have more opportunities
elements of society to further an ‘anti-diversity’ because of the curriculum content and nature of the
• How do we ensure pupils are involved in the
agenda? work that happens in that area (i.e. more discussion,
conversations about curriculum?
visual prompts, and ways to vary teaching
• Where within the curriculum do you currently
• Is our curriculum flexible enough to respond to approaches to include diversity and culture.).
take opportunities to promote/ encourage
topical events? Subjects could perhaps be encouraged to co-
debate about diversity and culture?
• How does teaching take account of pupils’ construct the curriculum and lessons together.
• How do we monitor and evaluate our
cultural and religious backgrounds, linguistic
effectiveness in providing a curriculum that
needs and varying learning styles i.e. how do
reflects and communicates respect for pupils of
they see themselves in the curriculum?
all backgrounds and communities?
• How are different cultural and religious
• How are we teaching pupils to recognise and
traditions valued in their own terms and made
challenge commonly held racial stereotypes?
meaningful to pupils?
• How do we ensure our curriculum empowers
• How are all pupils helped to make connections
students to recognise and challenge
between the curriculum and their own lives
misinformation and disinformation from a range
and experiences, and the lives, stories and
of sources including home, and the media?
experiences of their parents and communities?
It is important to understand that this is about
• How are staff educating themselves on diversity
opportunities taken and not forcing something that
and more specifically on racism in order to
isn’t there. Planning ahead and diversifying the
improve their racial literacy? What training is
curriculum where it might not be expected can be
provided to support with this?
impactful and allow pupils to question
• Are we conscious of creating a gradual ‘drip

Anti-Racism Toolkit • For schools, colleges and early years settings • 13

Some opportunities could be:
• The specific curriculum content (i.e. The Windrush • Racism in sport Depending on the subject there may not be a need
generation, African society pre-slavery, the slave to mention that it’s a Black author, artist, scientist,
• The range of texts from authors of colour and
trade, African Colonialism, and Apartheid in history) or mathematician. Ensuring representation on a
with diverse protagonists
regular basis helps expose students to the diverse
• The focus of content within the scope of the
• The diversity of musical styles and genres world we live in.
curriculum (i.e. Looking at the Black civil rights
studied in music
movement in Britain, the Bristol Bus boycott, Curriculum resources and links can be found
removal of the statue of Edward Colston etc) • The reference to and study of a broad range of on the PEP website28.
traditional art
• The imagery you use to communicate and
demonstrate subject content (i.e. sportspeople • The relative size / diversity of other countries in
of colour, Sikh soldiers in WWII, scientists / comparison to the UK i.e. what we might refer to
mathematicians / business owners, world as “minority communities” are by far the global
leaders of colour) majority

14 • Anti-Racism Toolkit • For schools, colleges and early years settings

Talking about racism

For guidance on creating a safe space for the answer to the question together or you
discussion, look at this British Red Cross can offer to come back to it after you have
guidance29. researched further. Keep a note of the question.
You could start an anonymous question box
For guidance in planning teaching and
and set time aside to review and answer them.
learning30 such as to develop resilience and
critical thinking and what is appropriate within the • Open up the question to discuss together if
context of their school and their pupils’ diverse they are comfortable to do so. Ask why they
needs and backgrounds, look at this guidance asked the question or what they or others in
developed by the Expert Subject Advisory Group that space think about the topic – encourage
for Citizenship published by the Association for them to unpack their own ideas and thoughts.
Citizenship Teaching.
• Be willing to listen and encourage an
Some tips on how to respond to questions and environment of active listening where people
comments about race and racism are: can share safely, and others listen and reflect on
what others say.
• Positively acknowledge questions about race
and racism. Even if the question is a difficult
one to address, encouraging children to be
confident enough to ask questions is important.
• If the comment is negative, it is important to
investigate it. Ask them why they think this.
Encourage them to think about how they might
feel if someone said this about them.
• It’s ok not to know the answer. Be honest about
your own knowledge and understanding. If the
question requires a definitive answer, you can
use trusted sources on the internet to research

Anti-Racism Toolkit • For schools, colleges and early years settings • 15

Responding to prejudicial incidents

Planned curriculum opportunities and a positive Communicate

whole school ethos should help to reduce
incidents of racism and prejudicial language. It Prompt, intentional and specific communication Determine who in the school / setting community
remains vital to be prepared and ready to respond, with parents and / or the school community needs to be informed. Remember, word will get out
act quickly and challenge every incident that is makes a big difference. Statements from school and travel quickly. It is often better that the
witnessed and/or reported. leadership set the tone for the community. community hears from you first. Otherwise, they may
assume the incident is not being taken seriously.
Responding in a serious manner sends a strong
message to the school community that hateful,
biased language and actions are unacceptable. It
is important to understand that the impact of an
incident on your school community—and
therefore your response—will vary based on the
type of bias or hate and the method of dissemination.
In the immediate aftermath
• Make sure all children and young people are
safe.
• Investigate all allegations of bias incidents
swiftly, thoroughly and seriously.
• Gather information and preserve evidence.
• Provide comfort and aid to children and young
people who were targeted and impacted.
• Ensure any consequences you are considering
are equitable; a disproportionate or poorly
communicated response can perpetuate and
solidify biases.

16 • Anti-Racism Toolkit • For schools, colleges and early years settings

Strategies to stop the behaviour
Below are effective ways to respond to biased, 3: Explain impact.
harmful language and actions in the moment.
• Do you know how that symbol / word makes
1: Interrupt some people feel?

• Let’s pause the conversation here to reflect on • When you say that, it is really damaging to an
something that was just said. entire group of people.

• That sort of language / behaviour is not • Statements like that have a long history of
acceptable in my classroom. Every single causing pain and fear for entire communities.
pupil is an equal and valued member of our
4: Broaden it out to universal
community. Note: Some pupils may push
behaviour.
back and say they heard the offensive term
in the media or at home. To this, you can say, • Do you mean everyone who is ____________,
“Regardless of where you learned it, bias is not or are you speaking of someone in particular?
welcome in our school.” • I don’t think that’s a ____________ thing. I think
5: Connect to a historical context.
• Ouch! Let’s talk about that a bit more. lots of different people have that quality.
• What you said builds on an old stereotype. Let’s
• What I just heard was not ok. • You can’t make a generalisation about a group
talk about where that comes from …
of people based on your interactions with (or
2: Ask a question. what you’ve heard about) one or a small number • It is important that you understand that
of people. language has a long history of disrespect,
• Can you just explain to me what you mean by
violence and oppression …
____________? • Every human being deserves respect and
decency. • Let me explain how that language was
• What do you know about the meaning or history
historically used to talk about people …
of that word? • At ____________ School, our ethos means we
treat everyone with respect.

Anti-Racism Toolkit • For schools, colleges and early years settings • 17

Scenarios

A pupil said that she’s really fed up when other of the same group, family or community are The bullying must be dealt with in line with
children go on about her weight and one day in consequence made to feel threatened and the school policy. Once that has happened, a
she just lost it. When two kids called her “fatso”, intimidated as well. So, it is not just the pupil who is facilitated, restorative conversation, would be a
and said a whole lot of other things about her attacked who feels unwelcome or marginalised. helpful learning opportunity and a chance to repair
size, she swore at them and called one of them, the harm caused.
However, many white people feel a sense of
a Black child, “monkey”. It was reported as
dispossession and dislocation in modern society,
racism, her parents were informed and she was
and mistakenly attribute this to people who look
given detentions. She knows that she shouldn’t
different from themselves – ‘immigrants’. There
have said it but complained that it’s so unfair
can be a misunderstanding about the term
as nothing at all has happened to the kids who
“white privilege” too. Sections of the media often
wound her up.
reinforce, or collude with, this view. It could be that
This is only one side of a story, and the bullying feelings of insecurity are around here, and it may
should be dealt with, if it hasn’t already been done. be important therefore to recognise it and talk
about it.
It may be useful here to mention the differences
and similarities between racist name-calling The term ‘white privilege’ does not discount the
and other name-calling (Bullying Around Race, challenges white people have faced but describes
Religion and Culture31). All insults and forms of the reality that, although white people and
bullying are hurtful. Those that are aggravated people of all races can have similar negative and
by racism or cultural or religious prejudice are disadvantageous experiences, white people will
additionally serious, since they affect larger not suffer the biases of race in addition.
numbers of people and may hurt someone more
The school was right to deal with the racist
deeply.
language as a serious incident. However, the
The distinctive feature of a racist attack or insult pupil’s feelings of unfair treatment are also real and
is that a person is attacked not as an individual, as could fester into destructive grievance if they are
in most other offences, but as the representative not dealt with.
of a family, community or group. Other members

18 • Anti-Racism Toolkit • For schools, colleges and early years settings

I hear some of the Black kids calling each other One example of this is the reappropriation of the Contextual information:
the N-word and they don’t mind. Why can’t I say N-word by the Black community. After centuries
The ‘P-word’ is a racist word no matter how, when
it, I’m only singing the words of a song? of mistreatment, many people in the Black
and why people say it, even if they are using it to
community decided to take back the slur, change
The pupil will need to be given an explanation describe a local shop or newsagent. The ‘P-word’
the spelling and adopt an alternate definition
about why it is NEVER acceptable for a non-Black has been used as a weapon to hurt people and to
to signify kinship. Not all members of the Black
person to use the N-word. make them feel different, unwelcome and not valued;
community choose to use the word in this way or
Contextual information: it is very painful to those who it is targeted towards.
support this act of reappropriation. Each individual
Sometimes people use the ‘P-word’ as a nickname
Language is one tool that reinforces systems that Black person can decide whether they want to use
and have no intention of hurting or upsetting
discriminate against, harm and oppress groups of the reappropriated term.
anybody. However, if they had experience of this
people. Slurs are harmful language designed to Non-Black people should never use the N-word word being shouted at them whilst someone
degrade targeted individuals and groups. One such in any context—regardless of whether they are in attacked them or spat in their face, would they
slur is the N-word. Dating back to seventeenth- the presence of a Black person or not. This means want to hear it being used? For many people this
century colonial America, this slur is directed at that non-Black people should never repeat the word stands for racism, hatred and conflict, so for
Black people and has been used over time to word if stated by someone else, use the word when those reasons it should never be used.
justify disrespect, discrimination and violence. singing along to a song with the N-word in it, or
It would be useful to ask the pupil “Why did you call
It is important to note that throughout history, read it out loud when in writing.
it that?”
groups that have been targeted with oppressive When non-Black people use the N-word
language have, at times, decided to reappropriate, The response may be that it is just a short version
unchecked among other non-Black people,
or adopt and shift, the meaning of slurs. The act of Pakistani and is therefore acceptable. It is worth
they normalise the term among themselves,
of reappropriating words that were once used to pointing out that many people who are called
communicating that the N-word is acceptable.
cause widespread harm is a way that targeted the ‘P-word’ are not even from Pakistan! Even if
I’m going to the “P… -Word” shop. the word originally did just refer to a nationality,
groups sometimes choose to take back the power
that is lost when outside groups define them in because of the way the word has been and is used,
Again, the pupil needs an explanation about why
harmful ways. the meaning has changed and it has become a
this is a harmful, racist term.
damaging, hurtful and racist word.

Anti-Racism Toolkit • For schools, colleges and early years settings • 19

I don’t want to play with her, her skin is dirty. fairness, being kind, accepting others for who they similarities as well as differences. Like, how amazing
are. it is that no two people on the planet are exactly
While many adults may be worried about speaking
to younger children in an age-appropriate way, the the same and yet we have so much in common.
The child on the receiving end of a comment like
truth is that even very young kids are picking up this will need support and reassurance. They will
messages about race and ethnicity every single have an awareness of their own identity and may
day, from all around us. recognise this as racism and feel the hurt and
damage this entails. Make sure that you inform the
After all, race can affect everything from where
child’s parents. They would rather hear it from the
people live to who works certain jobs, or who
school than from their child and can work with you
appears more regularly in books, movies and
to support their own child’s sense of identity and
TV shows. Research shows that children can
wellbeing.
internalise racial bias between ages 2 and 4.
As well as immediate conversation with the child
Studies reveal that by age 2, children start sorting
about being kind and not hurting her classmates,
themselves into groups showing what is known
this could indicate a need for a follow up teaching
as in-group bias. In other words, children in the
opportunity, without using the specific example.
playground might choose to play with children who
Start with what’s familiar. You could talk about your
are more like them, while excluding others.
own ethnic background and how all our ancestors
According to research, even babies at 3 months came from different parts of the world, which is why
old can tell different races apart. However, young there is such variety in how we look, dress or speak.
babies don’t attach any specific emotion or value
Remember to use kind, positive and inclusive
judgement to race. That happens over time, based
language when describing racial or cultural
on what we learn from our environment. So, you
heritage.
should be proactive about tackling negative
mindsets at every opportunity. It can help to Talk about how people can look different, in the
describe racism in a way that the child will be able class and even in the same family – for instance,
to understand. For example, you could talk about one sibling has red hair and freckles, while another
has olive skin and dark hair. Also be sure to compare

20 • Anti-Racism Toolkit • For schools, colleges and early years settings

Be specific Capitalise ‘Black’ and any other social identity (e.g.
Jewish, Roma, South Asian). However, we will not
Don’t shy away from using terms like black or white capitalise ‘white’. This is because ‘Black’ refers to
to describe skin tone. Younger children might find a shared history, community and identity in a way
it strange since nobody’s skin is pure black or that ‘white’ does not. Capitalising ‘white’ also has
white. But it’s important for a child to understand different connotations, including being linked to
that being white or black or brown is not just about white supremacist groups.
the colour of your skin but your experience as a
member of society. It is also important to have a
conversation with Black, Asian and Minority Ethnic
children and young people and ask them how they
would like to be referred to if referring to skin tone
or race.
You could talk about how being white might give
you certain advantages – for instance, you are
more likely to see people who look like you on TV.
However, white people can choose to use their
advantages to help make a fairer world for all.
‘Umbrella’ labels can homogenise communities
and overlook the diverse experiences among
different communities. So wherever possible, be
specific about the community or people in question.
Exceptions to this include: 1) where the data we are
using has grouped multiple communities together;
2) where sharing specific details could identify or
put participants at risk of harm.

Anti-Racism Toolkit • For schools, colleges and early years settings • 21

Microaggressions

Microaggressions are everyday verbal, nonverbal, it was all my natural hair and people used to just
and environmental slights, snubs, or insults– walk past me and pull on them as they were soft
whether intentional or unintentional– that and springy. Until one day someone actually did
communicate hostile, derogatory, or negative it so hard it pulled out a chunk of my hair, I’m sure
messages to individuals based solely upon their it wasn’t intentional but I never understood why it
marginalised group membership. For example: was only myself that would have their hair touched.
• Shortening a child’s name because you find it Something I also used to encounter at school was
difficult to pronounce the colourism aspect so a given scenario would be
like a friend is going on holiday and the comments
• Requiring students of any particular group
would be ‘when I come home, I’m gonna look like
to ‘represent’ the perspectives of others of
you’. Again, at the time I brushed these over and
their race, gender, etc. in class discussions or
also doesn’t sound like something someone would
debates
say to offend someone.
It is important to recognise that these can
I think it’s good to enforce the different cultures
sometimes be masked as a compliment such as
that children are surrounded by and how that’s
commenting on someone’s appearance, accent
advantageous for others to have the chance to
and diction, or skills based on racial stereotypes.
learn these cultures and accept differences but
For example, expecting a Black person to be good
being mindful how often questions are asked,
at sports or an Asian person to be good at maths.
especially if it relates to religion or something the
“It’s not just the words, it’s the expectation that you child may also not know too much about, that can
can just touch Black people’s hair as it’s different be really intimidating.”
to yours. As a child myself and also watching my
Alex Ruddock, co-founder Portsmouth Black
child grow up, I often see children literally go up to
Lives Matter
her and squeeze her hair or stroke it now whilst this
isn’t always in a harmful way it’s really degrading
in my opinion. When I was growing up as a teen
particularly in secondary school, I had braids and

22 • Anti-Racism Toolkit • For schools, colleges and early years settings

Intent vs impact

I’m sorry, I didn’t mean to be racist.

Whatever the intention, racist language and
Stand up to Racism
behaviour has an impact – whether directly or
indirectly. As such, it should still be acknowledged
It’s good we’re all different and not the same colour,
and recorded as a racist incident, even though It’s good we’re all different from one another.
there may not need to be any sanctions. It’s good we’re all from different places,
When a pupil says something without realising It’s good we’ve all got different faces.
the impact of their words, this should be treated
as a teaching opportunity. This may be the case It’s good we all wear different clothes,
with very young children, or where they repeat It’s good we’re all different everyone knows.
something they heard at home. Whilst no one
It’s good we all have different brothers,
knows what’s inside another’s head or their
intentions, the outcome of their behaviour can be It’s good we all have different mothers.
seen, heard and felt. Owning and dealing with the
outcomes of behaviours, rather than justifying and It’s good we all like different food,
defending intentions, will help create classrooms It’s good we all have different moods.
that are equitable. Life would be boring if we were all the… same!

By C
Lusaka Class
Year 6, Kings Academy College Park

Anti-Racism Toolkit • For schools, colleges and early years settings • 23

Reporting racist incidents that happen in schools, colleges and settings

Recording and reporting incidents is an essential • three pupil surveys for Key Stage 134, Key
part of the whole school approach to preventing Stage 235 and Key Stages 3–436 for schools
and tackling racism. The intention is not to label to use when thinking about pupil voice in the
children, staff and families as “racist” or schools equalities agenda.
as having a “problem with racism”. In fact, it could
• a short guide for parents/carers37 about the
be argued that routinely recording prejudicial
importance of this area of work for your school,
incidents shows that the school is proactive in
which can be personalised to fit your message.
addressing discrimination. These records can
also identify patterns and trends that should then • a monthly return for schools to submit
be used to inform curriculum development and data38. Schools are asked to submit their return
training opportunities. via an online form.

Working with Hampshire, Southampton and Isle It is important that you record and monitor
of Wight Councils, PCC have produced a small racist and all other prejudicial incidents and we
‘Prejudicial Language and Behaviour Toolkit‘32. appreciate schools returning an overview to the
The toolkit can be found on the PEP website. LA monthly, so that we can look at this information
from a city perspective.
This pan-Hampshire resource can be used when
monitoring and reporting prejudicial comments If you have concerns about any patterns or trends
and/or incidents, as well as to support school self- that you are seeing in your setting, school or
evaluation in this area. college, or want advice about any further work that
you might need, please contact
It is comprised of four sections:
Sarah Christopher39; Karen Thomas40 or John
• a reporting tool to record bullying and
Webster41.
prejudiced-based incidents33 concerning
all of the protected characteristics, with
appendices of useful definitions and links to
supportive organisations.

24 • Anti-Racism Toolkit • For schools, colleges and early years settings

Reporting racist incidents that happen outside of school or to adults in the community

A hate crime is when someone commits a crime certain group or by particular individuals. The more with or for your families, anonymously or otherwise,
against you because of your disability, gender, that local agencies like the police and councils via True Vision. TPRCs can also help anyone
identity, race, sexual orientation, religion, or any know, the better they can educate, inform and report hate as a witness too. Evidence of the hate
other perceived difference. It doesn’t always protect everyone in the area. element is not a requirement.
include physical violence. Someone using
True Vision42 is the police’s website for reporting As EMAS staff speak over 20 community
offensive language towards you or harassing you
any racist incidents or crimes that might happen to languages, the team can be invaluable with this
because of who you are, or who they think you
your families, outside of school. It contains a lot of process if English isn’t the first language in the
are, is also a crime. The same goes for someone
useful information, resources and support for both home. Even if your families decide not to report
posting abusive or offensive messages about you
you and your families, including tips on keeping an incident, EMAS staff can help signpost them to
online.
safe, and is an excellent first port of call. support.
A hate incident is any incident which the victim,
You can also report hate incidents or crimes Contact EMAS on 023 92733130 or email Karen
or anyone else, thinks is based on someone’s
using the normal police numbers of 999, if it is an Thomas46 for information on accessing EMAS
prejudice towards them because of their race,
emergency, or 101. support with this.
religion, sexual orientation, disability or because
they are transgender. Not all hate incidents will PCC43 has some local information on their website
amount to criminal offences, but it is equally and Hampshire Police44 have additional good
important that these are reported and recorded by advice and links to resources, including two short
the police. films designed specifically for young people.

Why should your families report it when this EMAS is a ‘Third Party Reporting Centre’ (TPRC)
happens? When you report hate crime, you for the city and is an active part of Portsmouth’s
become part of the movement to stop it. No TPRC Network45 and can help your families with
matter how small or trivial you think the incident reporting.
might be, it is important to the whole community All of EMAS staff have received training in
that it is acknowledged and reported. Every report recognising hate incidents and hate crimes and
builds up a picture of what is really going on in your in understanding their wider significance to the
local area, showing patterns of behaviour against a community and, crucially, are able to report these

Anti-Racism Toolkit • For schools, colleges and early years settings • 25

Language and terminology

Remember that language is constantly evolving disadvantage when applying for a position as a White privilege
and terminology changes. Language is powerful stylist. White privilege is the innate advantage white
and is linked to identity. If you are not sure what people have within society solely based on their
Microaggression
language to use, do some research or ask. race. This can manifest in a vast variety of ways.
A comment or action that subtly and often
Also see A Guide to Race and Ethnicity Some examples include: people that look like you
unconsciously or unintentionally expresses
Terminology and Language47, published by The are largely represented within media, you can easily
a prejudiced attitude toward a member of a
Law Society. find products which match your skin tone and hair
marginalised group (such as a racial minority).
type, your history is a part of the curriculum, and
Black, Asian and Minority Ethnic (sometimes
Minority ethnic you generally have a positive relationship with the
abbreviated to BAME)
In all communications referring to all ethnic groups police. The term does not discount the challenges
Often used for data purposes only across many
other than white. white people have faced but describes the reality
sectors including government, education and
that, although white people and people of all races
media. Person of colour (POC)
can have similar negative and disadvantageous
Essentially refers to anybody who is not white.
Direct discrimination experiences, white people will not suffer the biases
Many believe it is more empowering than the term
This happens when someone treats you worse of race in addition.
“non-white” and “minority” because it does not
than another person in a similar situation because Unconscious bias
revolve around whiteness.
of your race. For example: if a letting agency would
This term must not be confused with “coloured” How a person thinks can depend on their life
not let a flat to you because of your race, this
– an out-dated word that many will find offensive experiences and sometimes they have beliefs and
would be direct race discrimination.
today due to its historical use as a pejorative. views about other people that might not be right or
Indirect discrimination reasonable. This is known as ‘unconscious bias’ and
People of the Global Majority includes when a person thinks better of someone
This happens when an organisation has a
particular policy or way of working that puts This term is now used by many recognising because they believe they’re alike. Unconscious
people of your racial group at a disadvantage. For that, those who may be referred to in the UK as bias (or implicit bias) is often defined as prejudice
example: a hairdresser refuses to employ stylists “minority ethnic”, are in fact by far the majority of or unsupported judgments in favour of or against
that cover their own hair, this would put any Muslim the world’s population. one thing, person, or group as compared to
women or Sikh men who cover their hair at a another, in a way that is usually considered unfair.

26 • Anti-Racism Toolkit • For schools, colleges and early years settings

References and links

1 www.gov.uk/government/publications/political-impartiality-in-schools/ 20 https://education.gov.scot/improvement/learning-resources/effectively- 41 [email protected]

political-impartiality-in-schools challenging-racism/ 42 www.report-it.org.uk/
2 www.legislation.gov.uk/ukpga/2010/15/contents 21 www.portsmoutheducationpartnership.co.uk/wp-content/ 43 www.portsmouth.gov.uk/services/environmental-health/crime-and-nui-
uploads/2019/11/PLAB-supil-survey-KS1.docx sance/hate-crime/
3 www.legislation.gov.uk/ukpga/2010/15/part/11/chapter/1 22 www.portsmoutheducationpartnership.co.uk/wp-content/ 44 www.hampshire-pcc.gov.uk/get-involved/youth-commission/campaigns/
4 www.gov.uk/government/publications/education-inspection-framework uploads/2019/11/PLAB-pupil-survey-KS2.docx hate-crime-noplaceforhate
5 www.gov.uk/government/publications/education-inspection-framework 23 www.portsmoutheducationpartnership.co.uk/wp-content/ 45 www.youtube.com/watch?v=oifCNwkfYv8
uploads/2019/11/PLAB-pupil-survey-KS3-and-4.docx
6 www.gov.uk/government/publications/inspecting-safeguarding-in-early- 46 [email protected]
24 www.portsmoutheducationpartnership.co.uk/prejudicial-language-and-
years-education-and-skills/inspecting-safeguarding-in-early-years- behaviour-toolkit/ 47 https://docs.google.com/document/d/1wWIWUPpuC70gaWnuv3aESyqcy-
education-and-skills 5UmtXJ10wYqzOgxQA/edit
25 www.babcockldp.co.uk/babcock_l_d_p/EMTAS/Downloads/Race-Equality/
7 www.barnardos.org.uk/blog/how-systemic-racism-affects-young-people-uk rcae-equality-policies/Race-Equality-Policy-Sample.pdf
8 www.ons.gov.uk/peoplepopulationandcommunity/ 26 www.runnymedetrust.org/uploads/projects/education/
schoolPoliciesForRaceEqualityAndCulturalDiversity.pdf
healthandsocialcare/conditionsanddiseases/articles/
whyhaveblackandsouthasianpeoplebeenhithardestbycovid19/2020-12-14 27 https://twitter.com/MellodyHobson/status/1125896845492924422
9 www.theguardian.com/global-development/2021/jan/15/black-women-in- 28 www.portsmoutheducationpartnership.co.uk/inclusion/black-lives-matter-
the-uk-four-times-more-likely-to-die-in-pregnancy-or-childbirth responses-resources-and-re-imagining-your-curriculum/
10 www.tuc.org.uk/news/black-workers-degrees-earn-quarter-less-white- 29 www.redcross.org.uk/get-involved/teaching-resources/creating-a-safe-
counterparts-finds-tuc inclusive-and-supportive-learning-environment
11 www.redcross.org.uk/get-involved/teaching-resources/talking-with- 30 https://www.teachingcitizenship.org.uk/resource/prevent-duty-and-
children-and-young-people-about-race-and-racism?c_code=175151&c_ controversial-issues-creating-curriculum-response-through-citizenship
source=google&c_name=&adg=&c_creative=youth%20education%20 31 https://dera.ioe.ac.uk/8125/7/SAFE TO LEARN_Redacted.pdf
activities&c_medium=cpc&gclid=EAIaIQobChMIyu7C_5-h8QIVm- 32 www.portsmoutheducationpartnership.co.uk/prejudicial-language-and-
vtCh2rUQE6EAAYASAAEgKnufD_BwE behaviour-toolkit/
12 www.runnymedetrust.org/projects-and-publications/employment-3/we-are- 33 www.portsmoutheducationpartnership.co.uk/wp-content/
ghosts-race-class-and-institutional-prejudice.html uploads/2021/05/Bullying_and_prejudice_reporting_form.docx
13 www.redcross.org.uk/get-involved/teaching-resources/black-lives-matter- 34 www.portsmoutheducationpartnership.co.uk/wp-content/
resources-for-young-people uploads/2019/11/PLAB-supil-survey-KS1.docx
14 www.youtube.com/watch?v=zdV8OpXhl2g&t=4s 35 www.portsmoutheducationpartnership.co.uk/wp-content/
15 docs.google.com/spreadsheets/d/1rkAlOY8DzAni5bDvaKtuyYY5aw24h uploads/2019/11/PLAB-pupil-survey-KS2.docx
PB_fVIiddIfwJI/edit#gid=0 36 www.portsmoutheducationpartnership.co.uk/wp-content/
16 twitter.com/angeladavis_?lang=en uploads/2019/11/PLAB-pupil-survey-KS3-and-4.docx
17 www.portsmoutheducationpartnership.co.uk/inclusion/inclusion-quality- 37 www.portsmoutheducationpartnership.co.uk/wp-content/
mark/ uploads/2019/11/PLAB-A5-leaflet-for-parents-and-carers-002.pdf
18 https://neu.org.uk/anti-racism-charter 38 www.portsmoutheducationpartnership.co.uk/prejudicial-language-and-
19 http://qna.files.parliament.uk/qna-attachments/1019291/original/ behaviour-toolkit/
HL11980_Respectful_School_Communities_publication_attachment.pdf 39 [email protected]
40 [email protected]

Anti-Racism Toolkit • For schools, colleges and early years settings • 27

 You can get this information in large
print, Braille, audio or in another
äà
åã language by calling 023 9268 8940
Produced by: [email protected] • Published: Feb 2022 • Ref: 1.382

www.portsmouth.gov.uk