1. RECOGNISING AND RESPONDING TO RACISM

2. AIMS: Highlight the school’s responsibilities.
Understand your individual role in challenging racism.
Recognise racism and racist bullying in school.
Understand what a racist incident is.
Understand the correct procedures in responding to
and reporting a racist incident.
Develop a whole school approach.
Over view of today

3. RESPONSIBILITIES:
Schools have a legal duty to ensure bullying around race, religion and culture is dealt with in schools under the Education and Inspections Act 2006.
The Equality Act 2010 – see factsheet.
School’s Race Equality Policy & Race Equality Plan.
Racial equality must be explicit within the school improvement plan.
Plan for the implementation of a whole school approach to promoting equality objectives in REP.
Estyn - Learning Environment - Promote prevention and elimination of oppressive behaviour including racism

4. RECOGNISING RACISM AND RACIST BULLYING

5. RECOGNISING RACISM & RACIST BULLYING
Racism is when a person is treated less favorably because of their skin colour, nationality, religion or belief, or culture group.
Racism can be direct or Indirect.
Racism can be through association and/or perception.

6. RECOGNISING RACISM & RACIST BULLYING
The term ‘bullying‘ refers to a range of
harmful behaviors, both physical and
psychological.
All bullying behaviors usually have the
following four features:
1. It is usually repetitive and persistent.
2. It is intentionally harmful.
3. It involves an imbalance of power, leaving someone feeling helpless to prevent it or put a stop to it.
4. It causes feelings of distress, fear, loneliness and lack of confidence in those who are at the receiving end.

7. RECOGNISING RACISM & RACIST BULLYING
The term ‘racist bullying‘ can refer to a range of hurtful behaviour targeted towards someone because of who they are and what they believe in, these include:
Physical and psychological abuse.
Verbal abuse - Name calling, insults and racist jokes.
Making a person feel:
Unwelcome
Marginalised
Excluded
Powerless
Worthless

8. RESPONDING TO RACISM AND RACIST BULLYING

9. WHAT IS A RACIST INCIDENT?
Q. Can you explain what a racist incident is?
“A racist incident is ‘Any incident which is perceived to be racist by the victim or any other person”.
(Working definition of racism and a racist incident as a result of the Stephen Lawrence Inquiry, 1999)
Steven Lawrence- Murder by white people. Massive amounts of corruption. Enquirey by lord mc phearson – it took 19 years for anyone to be arrested. Met Police- being institutionally racist – evidence beign burnt, discredit family. Shredde the evidence.Police didn’t administer first aid.
Pivotal to changing the definition Bus stop. 5 people stabbed him the N word used. No first aid by police. Police said: What gang you in? did they actually call you a N word.
Destroyed the friends evidence who was a witness at the scene.
Police hired spies to find bad things on the family
Last year 2/5 were brought to justice.
Perceived – ‘Mean always right’ = believe the person. I need to do an investigation. Working definition to start the investigation. Perception can vary per individual for me a word might not be something but for them.
Break the cycle of playing the race card – stops people reporting and accept a certain level of racism in their lives.
Never dismiss if anyone perceives = Start an investigation. Might not be appropriate.
Intention doesn’t matter. Dismiss as Banter – doesn’t alter reality.
Lord Mc Phearson-
Initial thoughts –
“Intention is not relevant at all, until punishment.
This is a working definition – this is to start the investigation. There has to be a full investigation following.
On the groud: Child says- you have to believe them and investigate. Before hand the person hearing could choose to investigate it. Responsibility on you.
E.G – Boss touched me, said something. They say he is just having a laugh.

10. ACTIVITY How would you respond?: 1 – Read your scenario as a group.
2 – Discuss what has happened and identify who is the
victim / perpetrator and if there are any bystanders.
3 – Identify what would be your initial response.
4 – Plan your longer term action plan.
5 – Identify if there could be any red flags.
6 – Discuss if you would record and report the incident.
7 – Be prepared to share your discussions with the
group.

11. RESPONDING TO A RACIST INCIDENT
Initial Response:
Take it seriously.
Address immediately.
Separate involved.
Assure support.
Take action…

12. RESPONDING TO A RACIST INCIDENT
Taking Action:
Perpetrator
Victim
Bystander
Interview to assess their version of the incident and their feelings.
Explain why the behaviour was wrong.
Avoid shaming behaviour.
Seek assurance pupil(s) understand wrong doing
Obtain apology.
Confirm why behaviour was wrong.
Reassure and offer the opportunity to talk about it.
Encourage the victim to report any future incidents
Explain how incident has been dealt with.
Make sure anyone listening or overhearing the incident knows the words and actions were wrong and unacceptable.
Ask any witnesses their version of what happened and how they felt about it.

13. REPORTING A
RACIST INCIDENT

14. REPORTING A RACIST INCIDENT
Why record racist incidents?
Demonstrates racism is not acceptable.
Gains trust and confidence of pupils and parents.
Without reporting incidents, racist bullying will continue to be unchallenged.
Recognises patterns and training needs for teachers, pupils and school staff.
It does not single schools out for having racist problems!

15. REPORTING A RACIST INCIDENT
How to report racist incidents:
Inform verbally and electronically to the relevant class teachers / tutors, senior management and equalities lead or appropriate person in the school.
Complete your school or LA racist incident report form (log) and forward to the Equalities Lead and Head Teacher.
Head Teacher reports incident to LA.
Senior management will check recording log for any previous incidents.
Equalities Lead should advise you on how to support the victim and perpetrator.
Action plan should be put in place to ensure positive action has been taken. Education / staff training / disciplinary action.

16. REPORTING A RACIST INCIDENT
Inform parents.
Meet with parents.
Future support / counselling.
Work in PSE / assemblies or other areas of the curriculum.

17. FURTHER SUPPORT:
Over view of today

18. FURTHER SUPPORT:
Over view of today

19. FOLLOW UP ACTION:
Over view of today

20. DYFAL DONC A DYR Y GARREG
A river cuts through a rock not because of its power, but its persistence.
DYFAL DONC A DYR Y GARREG
It is hard. But do persist.
You are not alone:
GRT pack
Wall hanger
Generic Pack
Films – Youtube.

21. Any questions? Wales@theredcard.org www.theredcard.org
@theredcardwales
/theredcardwales