Dr. Shabna Begum, the new chief executive of the Runnymede Trust, has made a courageous move. She implores us to recognize the alarming increase of racism in our public schools. Her comments draw attention to some alarming statistics from Kent & Medway. It reached 223 racist abuse suspensions during the spring term of 2023/24, an increase of 77 suspensions on the same term last year of 146 racist abuse suspensions. This sudden increase has started an important and necessary discussion. We must provide quality and necessary training to teachers to address racism in the classroom.
Dr. Begum explained how educators often avoid talking about race because they’re afraid they won’t get it right. She stated, “Our research on specific subject areas like history, English literature and art and design shows time and again that teachers feel ill-equipped to talk about race and racism in their classrooms.” This lack of confidence can prevent difficult but necessary conversations and eventually allow for racism to continue unaddressed.
Aaliyah Likuluta, now 21, faced prejudice and racism throughout her schooling in Kent. She later looked back on the experience, dubbing it “the hardest period of my life.” She vividly remembered having to withstand constant verbal attacks from classmates in those years. “I was ganged up on by some of my peers, and they were backing the people saying racist comments to me,” she explained.
Determined to change things for the better, Likuluta decided she wouldn’t take the racism she experienced lying down. “I got to a point where I said ‘you know what, a change needs to be made and that change started with me,’” she asserted. Her story illustrates the need for schools to serve as a safe haven where all students can be free to learn and thrive.
The troubling increase in suspensions has led to a national movement among school leaders. Through these efforts, they’re now pushing for more extensive training on anti-racism and inclusivity for prospective teachers. Dr. Begum emphasized that initial teacher education should mandate training on these critical issues, suggesting that “dealing with racism should be a key competency for entering the teaching profession.”
Paul Whiteman, general secretary of the National Association of Head Teachers, acknowledged the efforts schools are making to combat racism. “Schools do a huge amount to tackle racism and work hard to support pupils to develop positive and respectful relationships so that all students feel accepted and valued,” he stated. Along with celebrating the bright spots, he’s adamant about shining a light on what’s missing—more support and resources.
Primary school teacher and anti-racist education adviser Flo Sparham brought incredible expertise to the discussion. Her goal is to connect practitioners with meaningful solutions to the challenges they’re tackling. “Our approach is to support teachers to have a fuller knowledge of what race and racism is so they can adapt their own practice,” she remarked. Sparham is currently focused, together with a cross-disciplinary team, on anti-racist work in Brighton and Hove. They’ve been working in a more unusual collaboration with historian David Olusoga.
Localities are not waiting for state or federal action — they’re leading the charge to fix these disparities. A spokesperson for Kent County Council mentioned that “awareness of the issues and access to support has increased.” At the same time, Medway Council is doing a very proactive and positive job of supporting the fight against racism in schools.
Talks surrounding racial justice have reached a tipping point. The educational community knows that we have to confront racism in our classrooms. The subsequent dramatic rise in suspensions is an important illustration of the progress still needed.
