King’s Speech

Baroness Lawrence of Clarendon Excerpts

Tuesday 19th May 2026 Lords Chamber

[Baroness Lawrence of Clarendon (Lab)]

My Lords, my speech today is on education, and to ask His Majesty’s Government a variety of questions surrounding this important subject, which I am passionate about. This morning, in my capacity as chair of the Race Equality Engagement Group, I attended a round-table discussion with DfE teams that covered behaviour management, exclusion and alternative provision for SEND, including the disparity between those groups. As education is the foundation of all our futures, and for it to have the greatest impact on our lives, what steps are being taken to ensure that our education system properly reflects the diversity, history and lived experience of all those who have helped shape modern Britain as it is today?

First, can the Government continue to outline the measures in place to ensure that teachers receive adequate training and continued professional development in promoting racial equality and addressing racism within educational settings? Teachers are often at the forefront of fostering understanding, respect and inclusion, yet many still report feeling insufficiently equipped to manage difficult conversations around race and discrimination in the classroom.

Secondly, within initial teacher training curricula, are teacher training providers required to include meaningful teaching on Black history, the experience of minoritised communities and the impact of racism, both historically and in contemporary society? If we expect teachers to deliver an inclusive and informed education, it is essential that they are given the confidence, knowledge and tools to do so from the outset of their careers.

Thirdly, what steps are the Government taking to encourage schools to deliver a more inclusive history curriculum—one that properly reflects Black history, migration histories and the immense contribution that diverse communities have made and continue to make to British society? Young people benefit enormously from seeing their roots and the richness and complexity of our shared national story represented in what they learn. This should not be done only in a month at the end of the year but be integrated into all parts of school life.

In considering these matters, it is important that we do not overlook the experience of children with special educational needs and disabilities. Too often, children from racialised backgrounds within the SEND system are misunderstood, insufficiently supported and misidentified within our education sector. There is a clear need to strengthen early intervention, to ensure equitable provision across both mainstream and specialist settings, and to embed lived experience and community expertise into developing policy and practices. Any approach to inclusion must recognise and address these disparities to ensure that all children receive the support they need to thrive.

It is equally important to consider the experience of pupils educated within a pupil referral unit and other forms of alternative provision. These settings disproportionately affect children from marginalised backgrounds, many of whom have already faced exclusion, unmet needs or disadvantage within mainstream education. There must be a clear and sustained focus on ensuring that these children are not further marginalised but instead are provided with a high-quality, inclusive education, a clear pathway to reintegrate into mainstream school where appropriate, and the support necessary to achieve positive outcomes.

I congratulate all the maiden speakers today.