Racial Discrimination in Schools

Kirsten Oswald Excerpts

Wednesday 8th March 2023 Westminster Hall

[Janet Daby]

I absolutely agree with my hon. Friend. There are many lessons to be learned, and the Government could take heed of them and respond. As I have mentioned, there are things on which the Government have gone backwards, rather than going forward. 

This week, a new survey by a young persons movement called I Have a Voice, found that one in four students say that they have experienced racism in their place of education. That is not the only survey showing alarming figures on racial discrimination in schools. The Government need to uphold the principle that the welfare of the child is paramount. That begins by accepting that their guidance in 2012 and 2017 was wrong. Will the Minister commit to reviewing those decisions, so that data on racist incidents in schools can once again be collected and acted on?

As we have sadly seen in the last month, discriminatory incidents can sometimes be violent. In those situations, headteachers and school staff should be able to intervene confidently and safely to safeguard children. The Education and Inspections Act 2006 outlines the fact that all members of school staff have a legal power to use reasonable force. That might include standing between children during an altercation or, in the most extreme circumstances, bringing a child under control.

While school staff are permitted to use reasonable force, there is no requirement on schools to provide a policy on the use of force. Schools are left to make their own decisions on this, which I find wholly unacceptable. I recognise that the use of reasonable force may not always be appropriate, but there are occasions when it is necessary in order to safeguard children. On those occasions, headteachers and school staff must know how to use that power. Will the Minister agree to update guidance on the use of reasonable force to include a requirement for schools to have a policy on it, and for it to be part of the training which school staff receive? Members will know that the issue of racial discrimination in schools is much deeper and broader. More needs to be done in schools to reduce the fear that some children may feel about one another.

[Kirsten Oswald (East Renfrewshire) (SNP)]

The hon. Lady is making a very compelling case. Does she agree that it is not only safeguarding that must be considered, although there is a direct and immediate need for that, but the ongoing consequences of discrimination? How can children learn effectively if they do not feel safe in their learning environment?

[Janet Daby]

The hon. Member is absolutely right. That has a huge emotional impact on children when they are in situations where they are discriminated against. It goes on to affect them psychologically and emotionally, and it can affect their ability to learn. If we want children to thrive and achieve, we want them to have the best experience in school. That is why it is so important that the Government act to eradicate at all levels any inch or hint of discrimination in our schools.

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[Jim Shannon (Strangford) (DUP)]

I am only a small person, Ms Fovargue, so when I am hidden behind other people, perhaps you would not see that I was there. Thank you for calling me.

It is a pleasure to speak in this debate. I thank the hon. Member for Lewisham East (Janet Daby) for introducing the issue. I remember when she raised it in the Chamber in a question—it may even have been in a point of order. At that time, I took note of her comments. It is very clear to me that there is an issue that needs to be addressed. It is a pleasure to see the Minister in his place, because I am sure that, as he always does, he will respond in a positive fashion to explain how the Department for Education and he himself will act to address the issue.

Education is fundamental to equality of opportunity as preparation for life, as a powerful influence on access to and advancement in employment, and in giving young people the skills to resist the dangerous temptations that exist in society today. There is no hiding from or ignoring the fact that racism and cultural ignorance exist in our schools. The hon. Member for Lewisham East has outlined that very well on a number of occasions. Often, children are unaware of the meaning or full impact of their words, so it is crucial that this conversation is had and that action is taken to teach children how to do good. The right hon. Member for Orkney and Shetland (Mr Carmichael) referred to how important that was in his intervention. It shows that there are occasions when people can take measures to promote better harmony in schools.

In 2021, UK schools reported—rather shockingly—more than 60,000 racial incidents in the previous five years, with a racist incident defined as any situation perceived to be racist by the alleged victim or any other person, including unintentional racism. Racism has proven to be a big issue in schools, especially in England. Instead of co-operating more with one another, our attitudes suggest to younger people that it is all right to behave in this way and it makes the segregation even worse, complicating the issue and making it much more difficult to control.

As you and other Members will know, Ms Fovargue, I always try to give a Northern Ireland perspective in debates. We have discrimination in schools, which tends to be more sectarian than racist. However, I have no doubt that instances of racism have happened over the years in Northern Ireland. Historically, Northern Ireland is a deeply segregated and divided area, and although we have moved mountains since the era of the troubles, young people have become accustomed to the history of our nation, whether socially—outside the education sector —or internally, in schools or other education settings. Sectarian words fly around and are often used incorrectly, especially by young people, and can often be seen as “cool”. The fact is that they are not and never will be.

The Equality Commission for Northern Ireland states that

“schools in Northern Ireland have a responsibility not to discriminate against pupils on the protected grounds of sex, sexual orientation, race or disability. The law does not apply to age, religious belief and political opinion and gender reassignment in schools.”

I struggle to understand why religious belief is not included in that law, given that it is completely embedded in Northern Irish history.

We are no stranger to talking about our past and how it has had an impact on current generations. However, I genuinely believe that more can be done in schools in Northern Ireland to tackle sectarianism and the use of verbal slurs by young children. There are ways in which schools can teach young people about all types of discrimination. My youngest staff member remembers taking a class in school called “Learning for life and work”, with a module studying citizenship. Through this module, pupils were taught about the benefits and the challenges associated with cultural identity, the causes and consequences of prejudice and discrimination in society, and the benefits and challenges of immigration for communities, society and the economy. Those are all very worthy things, which we should take onboard. Again, I ask the Minister this question: what discussion has there been with his equivalent in the Northern Ireland Assembly, perhaps to get a grasp of what is being done in Northern Ireland and what is being done here, in order to work better together?

It is really important in today’s society that young children are aware of the environment around them. There are more people emigrating here, so there are more people from different cultures, with different histories, traditions and countries. We have more of that in Northern Ireland than we have ever had before. It tells me that we have to adapt. We want to welcome them; I am very much in favour of that.

It is good that young pupils can look at who they are sitting beside, or consider the background of their friends, understand the disabilities that some people may have, and have a general tolerance—how much has tolerance been mentioned?—of people who are different from them. Poor mental health and bullying can stem from racial discrimination in schools and there should certainly be more scope for teachers to be able to take appropriate action so that children understand and treat their peers with respect.

On love and tolerance, I am trying to remember the name of the organisation that says:

“Love for all. Hatred for none.”

[Kirsten Oswald (East Renfrewshire) (SNP)]

I am delighted to hear the hon. Gentleman use that phrase and I think he will find that it is the Ahmadiyya Muslim Community that coined it. It is very apt in this debate.

[Jim Shannon]

I thank the hon. Lady for reminding me of that, and it is an apt phrase.

I always try to treat people as I wish they would treat me—not that I am any better than anyone else, because I am not. I will just say that if we all adopted that attitude, life would be a lot better, and for our children—who will be the elders of tomorrow, and the people who will have responsibility, and take our positions whenever we pass on from this world—it is important that we get this right.

[Kirsten Oswald (East Renfrewshire) (SNP)]

It is a pleasure to serve under your chairship, Ms Fovargue.

I am really glad to be here in Westminster Hall today. This is a debate that people might not expect to find a Scottish Member participating in, but it is on such an important subject that I decided to come along anyway. I thought that the hon. Member for Lewisham East (Janet Daby) made a really powerful and compelling, and very clear-headed, speech to introduce the debate. That matters because it is such an important subject that it requires that kind of clear explanation about what is happening and why it matters.

Racism in society in general is obviously deeply troubling and damaging, but racism in our schools and educational settings is perhaps even worse. These are children, at formative points in their lives, in an environment where they should feel completely safe and where they should be able to relax and to learn, being put into situations that make that much harder or even impossible. The knock-on impacts throughout people’s lives if they have had that very difficult experience at school, which has perhaps caused them not to fulfil the potential they have, should be clear to all of us. That is something that should occupy our minds.

The hon. Member for Strangford (Jim Shannon) often makes salient points in debates, and he talked about the importance of welcoming people who have come here from other places. Obviously, that is not a direct read-across to racism in schools, but it is an important point to make. We should welcome diversity, difference and those who have arrived from other places. I reflect, with a degree of sadness, on some of the narrative that we hear from the Government Benches at the moment—the “stop the boats” narrative and “the hostile environment”. Such things do not happen in isolation—[Interruption.] I can hear the hon. Member for Crewe and Nantwich (Dr Mullan) chuntering; I do not know whether he is referring to what I am saying.

[Dr Kieran Mullan (Crewe and Nantwich) (Con)]

I am.

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[Kirsten Oswald]

If the hon. Gentleman would have the courtesy to either intervene or to allow me to contribute so that I can hear myself over him, that would be helpful. It troubles me that that narrative is out there. It has an impact on people’s behaviours and it will have an impact on what people experience in schools. The hon. Gentleman should have the good grace to at least listen to my perspective on that. I am sure that if he wants to contribute, the Chair will allow him to do so.

We have to think about the environment in which all of that is happening. From my own perspective, it is vital to me, my politics and my beliefs that Scotland is an open and welcoming country. That does not mean that we have some kind of magic wand that means that racism does not exist in Scotland. Of course, that is not the case; we have to be mindful of that and always on our guard. We must be clear that the aspirations we have and the reality we may see in front of us does not mean that racism not there.

I suspect I say that because I come from a particular place. I represent a very diverse constituency. East Renfrewshire is one of the most diverse constituencies in Scotland, and we are far the better for that. Most of the Jewish population in Scotland lives there, we have a large and growing Muslim community and we have a thriving Baha’i community. A whole range of people have made their home there and we rub along really well together. That does not happen by accident; it happens with a great deal of good will, work and joint working between communities. That is the case in our schools as well. I commend the education department in East Renfrewshire Council and the schools themselves, where my children, who are children of dual heritage, go, and I have a particular insight because of that.

The Scottish Government have published a race equality framework for Scotland, which is very important. We need to have structures that allow us to scrutinise, work to targets and examine whether we are doing what is needed to make sure all of our children have an appropriate environment in which to learn. We need to appreciate the potential range and diversity of ways in which racism can manifest itself. It can have a broad range of impacts on people. If we are not able to think about and understand that, then we are working with one hand tied behind our back.

Different groups can be affected by racism. The hon. Member for Strangford made a good point about sectarianism being an issue. Representing a seat in the west of Scotland, I know that that is true. I was also grateful to receive a briefing from the Traveller Movement. We do not speak nearly enough about the impact on Traveller and Gypsy communities of the racism that they face daily.

There are lots of things that will have an impact on how our children and our education systems deal with issues of race. In recent years, we have heard of the Black Lives Matter movement, which has shone a powerful spotlight on these issues. One would hope that it would have allowed further discussion about how we deal with race education in schools. I am pleased that it has led to that discussion in Scotland—discussion about the decolonising of the curriculum, and conversations about slavery and how different historical eras have manifested themselves. We cannot shy away from these realities, and it is important that our children learn and understand what happened in the past. Otherwise, they are going to be much more prone to making the same mistakes in the future that their and our forebears made.

I know the huge amount of work that goes on in my local area, and a lot of it goes on unsung and unappreciated every day. It is right to put on the record a real appreciation for the teachers in my local area, and I really want to do that today. Lots of holocaust education takes place in my community, and that is really valuable. Some of it involves the Anne Frank Trust, and there is work with the Holocaust Educational Trust, Gathering the Voices, the Lessons from Auschwitz project and Vision Schools—I could go on. That work also involves listening directly to the voices of those who have been in that situation themselves—the testimony of people such as holocaust survivors Henry and the late Ingrid Wuga. All of those things really matter.

I was really glad to participate last week in the filming for a documentary by a young woman called Rachel Kinnear, a journalism student at Edinburgh Napier University, who is making a documentary about holocaust education. The fact that there are young people who are putting their minds to the issues of holocaust, race and education and how they fit together is profoundly helpful and very important, as we look forward, at a time where there are challenges in our society on how we deal with and engage with one another.

I also had a conversation this week that gave me a wee bit of food for thought on this topic, with a local school librarian named Anne De’Ath. We were discussing this debate, and she talked to me about the role of school librarians in trying to make sure that appropriate educational material is available across curricular areas. The art department could be looking at different kinds of art and culture; it could be music, it could be English, it could be history—it could be all of the things that I might not have thought of, because I might be thinking in a very linear way about how a library might support this kind of education. It is not just the personal and social education class; it is much more, and much broader.

We will never rid our schools of racism if we do not think about education in those broad terms and if we do not accept that it is a responsibility, not just of the headteacher and the teacher, but also of the librarian—I am very grateful to Anne for her time—and of the students. We heard from the hon. Member for Strangford about the students working with their teacher. I know that really good work goes on in my local area with students and teachers working together.

All of the work has to be deliberate, though. That takes me back to where I started. None of this work happens in isolation. None of it happens alone. We need to have a will and a determination to make sure that we acknowledge that racism in schools is a reality, that it does happen and that we want to deal with it and minimise it, and stamp it out wherever possible.

We have made significant progress. We have made significant progress in Scotland, and that is heartening, and I have no doubt that progress has been made in the community of the hon. Member for Lewisham East, too—but we are absolutely not there. We are at a challenging point in history and in society. If we do not accept that and take positive steps to talk about these issues, we do all of our young people a grave disservice.

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[Kirsten Oswald]

I am glad that the hon. Gentleman has spoken about teacher representation, which I did not. Is he aware of a Women and Equalities Committee sitting on racial harassment, discrimination and higher education, in which Professor Nicola Rollock described the experience of black female professors in the UK, noting undermining, stereotyping and passive bullying as issues? Also, is he aware that data from May 2022 shows that there are only 40 black female professors in higher education? That is a shocking figure.

[Stephen Morgan]

I thank the hon. Member for those statistics, and I am pleased that she got them on the record. I hope that the Minister is listening and will address those points later in his contribution.

Baroness Doreen Lawrence’s review identified how structural inequalities caused black, Asian and minority ethnic backgrounds to be discriminated against because of covid-19. She made a series of long-term recommendations to tackle the structural inequalities in several key areas, including the machinery of government, health, employment and the education system. Systemic solutions are required to fix systemic problems. That is why the next Labour Government will introduce a new race equality Act to tackle the structural racism that scars society.

In conclusion, the highest priority for the Department for Education and all schools must be to protect children’s safety and wellbeing. In the Minister’s response, I hope he will outline what his Department is doing to evaluate whether the current safeguards to prevent racial discrimination are robust enough; whether we should look further into school staff training on handling racism in schools; whether we are doing enough to encourage young people to speak out against racism when they see it; and whether the Government are doing enough to prevent incidents such as those we have seen recently from taking place again. I finish by thanking my hon. Friend the Member for Lewisham East for securing the debate. I hope that any actions taken forward from today will ensure that awful incidents such as those that prompted this debate will never take place again.