Our Schools Must Be Actively Anti-Racist Spaces

As educators, we talk a lot about inclusion (thank goodness), but good intentions aren’t enough. Anti-racism is not just about avoiding racism. It’s about actively challenging the systems, habits and assumptions that allow racism to take root and linger in our classrooms and corridors. 

So, what might anti-racism look like in practice, in a busy UK school? It’s more than posters in the corridor or one-off assemblies. It’s about culture. It’s about listening, and it’s about brave, everyday actions that could help every child feel like they belong.    

Know the difference: ‘non-racist’ vs ‘anti-racist’

First, it’s important to understand the distinction. Being non-racist means you don’t actively discriminate. Being anti-racist means you work to dismantle racism where you find it. That could be in the curriculum, school policies, or the way we respond to behaviour. 

The Commission on Race and Ethnic Disparities (2021) recognised that education is key to addressing racial disparities but also noted that change needs to be ongoing and embedded, not reactive. Reflection, action and progress should never stand still.  

A Curriculum that reflects all learners

Are Black British voices represented? Are we teaching history beyond slavery and colonialism? Are children seeing themselves reflected positively and powerfully in what they learn? 

Research by the Runnymede Trust (2023) shows that many pupils still experience a “narrow and Eurocentric” curriculum. Including diverse perspectives isn’t just about race, it improves learning for all. Children engage more when they feel connected. 

Perhaps we review what’s taught, and ask: 

1. Who is represented? 
2. How are they represented? 
3. Who’s missing from the picture? 

Representation in staff and leadership

Young people notice who’s in charge. If all the teachers in leadership roles are white, that sends a message, even if it’s unintentional. 

While schools may not always be able to change this overnight, being open about the importance of representation matters. So does investing in staff development and equitable recruitment practices. The Department for Education (DfE) has called for better diversity in teaching (DfE, 2022), noting the need for more inclusive leadership. 

This isn’t about artificial processes to manufacture representation, but genuine reflection on what barriers might be faced by our colleagues and how this might prevent them from developing and progressing. What’s important here is that our efforts here don’t tiptoe from genuine reflection, into tokenism. 

Anti-racist behaviour policies

Behaviour systems often claim to be neutral, but they may impact different groups in unequal ways. Research from the Education Policy Institute (2022) found that Black Caribbean pupils are disproportionately excluded. 

Ask yourself: 

1. Are our systems flexible enough to consider context? 
2. Do we have high expectations without bias? 
3. Are staff confident in recognising and responding to racial incidents? 

Anti-racism means recognising when “fair” isn’t always equal. It means making space for restorative conversations and equitable ways forward, not blanket punishments. 

Safe spaces and student voice

Do pupils feel safe talking about racism? Have they been taught the language to do so? Schools that value student voice actively create spaces where young people can talk, lead and challenge respectfully. 

In practice, this may be: 

1. Diversity and culture feedback within student councils 
2. Anonymous reporting and whistleblowing systems  
3. Regular opportunities to feedback on school culture 

When we listen, we learn. When pupils see their feedback leading to real change, it’s often hugely empowering. 

Staff training that goes beyond the tick-box

One-off workshops don’t cut it. Anti-racism training should be part of a wider commitment to equity and inclusion. 

Training should: 

1. Be ongoing, not one-off 
2. Be reflective and challenging 
3. Give staff practical strategies they can use every day 

Good training helps staff feel more confident, and less fearful. It should build understanding, not shame. 

Parents and community as partners

Parents and carers are part of our school communities too. Schools should invite families into conversations about race and inclusion. This might be through coffee mornings, newsletters, or feedback on policies. 

Building trust with families from all backgrounds strengthens your whole school culture and will never be a poor use of time and effort. 

Final Thoughts 

Anti-racism in schools is not a singular destination, it’s an evolving practice of reflection, listening and action. It’s about committing to equity in every corner of school life — from the books on the shelves to the people in the staffroom. 

The work can feel hard at times, but it’s also full of hope. Because when we get it right, we give all children the chance to thrive as their whole selves. And that’s what education is really about. 

References 

Commission on Race and Ethnic Disparities (2021). The Report of the Commission on Race and Ethnic Disparities. UK Government. 

Department for Education (2022). School Workforce in England: 2022. https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england 

Education Policy Institute (2022). School Exclusions: A Literature Review. https://epi.org.uk/publications-and-research/school-exclusions-literature-review/ 

Runnymede Trust (2023). Lit in Colour Research: Diversity in Literature in English Schools. https://www.runnymedetrust.org/publications