Responding to Racist Incidents Bernie Dunne Race Equality Consultant

Aims To understand the school’s responsibilities if a racist incident occurs To consider how to recognise racist incidents in order to develop a consistent approach across the school To understand what to do when a racist incident occurs Slide 1

Legislation and requirements Race Relations (Amendment) Act 2000 DfEE 10/99 ‘Social Inclusion: Pupil Support’ Home Office Code of Practice 2000 Criminal Law Protection from Harassment Act (1997) Crime & Disorder Act (1998) Anti-Terrorism Crime & Security Act (2001) Slide 2

Requirements for racist incidents All schools must have a policy for dealing with racist incidents All staff need to understand their responsibilities under the school policy All racist incidents must be recorded, including the action taken to deal with them Schools must use the required definition of a racist incident Schools must review the effectiveness of their policy and practice (annual impact assessment) Data on incidents must be monitored and reported to CSF Slide 3

Range of incidents Out of 1597 (1313) recorded incidents in Hertfordshire schools 2006/07 (2005/06) 876(923) : Verbal abuse, racist language, racist name calling 280 (198) : Expression of prejudice/stereotyping 158 (164) : Teasing 149 (81) : Feeling Harassed Physical assault 25 (48), threats 34 (44), isolation/ignoring 28 (50), racist literature/insignia/graffiti, texting or written racism 47 (28) Slide 4

What is a racist incident? A racist incident is “any incident which is perceived to be racist by the victim or any other person” Slide 5

What the definition means any perception of racism requires the recording of that incident as a ‘racist incident’ this should trigger an investigation staff would be expected to raise concerns themselves policy should cover staff, parents, pupils, governors, visitors as victims and perpetrators Slide 6

Asking myself if it is a racist incident Was anyone offended/hurt/upset in relation to colour, culture, ethnicity, religion…? (Distress on these grounds makes it a racist incident) Might a representative of the community concerned have been offended? (You can say it would be offensive to some people and designate it a racist incident yourself) Was the way a remark was formulated or delivered derogatory, mocking or negative about the group/individual concerned? (Put downs, mockery and negativity targeted at an ethnic group, culture, etc. would constitute a racist incident) Slide 7

Some examples A school photographer in a Primary school placed black children symmetrically in photographs to make the photographs “look neater” At an open evening some parents were offended when they saw pupils’ history work of advertisements promoting the German Nazi Party of 1930s being displayed without prominent counter-balancing information A pupil was happy to allow friends to call him Bourbon, a nick-name referring to his colour Slide 8

Recording & monitoring Centrally kept racist incidents book (race relations log) Not about labelling individuals as racists With change of policy and procedures view an initial increase in number of incidents positively Monitor in order to be alert to pattern Work with individuals Whole school response Preventative strategies Slide 9

Principles for response All in the school community have the right not to experience racism, whether or not directed at them All incidents receive immediate response All incidents treated as serious matters Staff respond consistently Victims (and parents/carers) kept fully informed at each stage of the process All incidents recorded, including the date, names and ethnicity, nature of incident, action taken. Slide 10

Dealing with incidents Clear, detailed procedures ensure: opposition to the behaviour is demonstrated reasons are explained sanctions and/or counselling for offenders victims are supported (including parents/carers) nature of incidents communicated through agreed channels to staff/governors response in the wider school community MECSS involved for “serious incidents” Police involved if necessary Slide 11

Prevention Strategy Clear ethos communicated across school, including reporting concerns Whole school involvement in policy development Pupil involvement in anti-bullying, conflict resolution, etc. Curriculum teaching value of diversity Regular sampling of relationships and attitudes

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