Foundation: Why This Matters
The data, stories, and self-reflection you need to start creating a truly inclusive classroom.
The Data You Need to See
Exclusion Rates
Black Caribbean and Black African students are excluded at disproportionately high rates, often for the same behaviours as their white peers.
Attainment Gaps
Many African students start school performing well but fall behind by secondary school due to lower teacher expectations and biased policies.
Teacher Bias
Studies show unconscious bias leads to 'adultification', harsher punishments, and misinterpretation of cultural norms in the classroom.
The question is: Are African students in your school thriving, or just surviving?
Real Stories from Students
"My teacher told me I was 'too loud' and 'intimidating'. I was just participating in class. My white friend who talks way more than me never gets told that. It made me stop putting my hand up."
- Amara, 16, Nigerian British
"I got excluded for three days for 'defiance'. I didn't mean to be rude. The teacher asked me a question and I looked down because that's respect in my house. She thought I was ignoring her."
- Kofi, 14, Ghanaian
"When I started at the school, I barely spoke English. The teacher kept getting frustrated with me. I felt stupid. My parents couldn't help because they don't speak English either. I just stopped trying."
- Fatima, 11, Somali British
"A teacher said to me, 'You're so articulate for someone like you.' I didn't know what to say. Someone like me? What does that mean?"
- Joseph, 17, Zimbabwean
Real Stories from Parents
"I went to parents' evening. The teacher told me my son was 'struggling with authority'. When I asked for examples, she said he questions things too much. In my culture, asking questions means you're engaged. She saw it as disrespect."
- Nneka, Mother of two
"The school kept calling about my daughter's hair. She had braids. They said it was 'extreme'. How is protective styling extreme? They made her feel like her natural hair was a problem."
- Abdi, Father of three
"My son was excluded for 'aggressive behaviour'. He pushed another boy who kept calling him racial slurs. The other boy got detention. My son got excluded. How is that fair?"
- Grace, Mother of one
"Every time I ask about my child's progress, I'm told I'm being 'too pushy'. I'm not pushy. I'm involved. White parents ask the same questions and they're called 'engaged'."
- Kwame, Father of four
Teacher Self-Assessment
Answer honestly. No one is watching. Rate yourself from 1 (never) to 5 (always):
1. I actively examine my own biases about race and culture
2. I know the names and correct pronunciations of all my African students' names
3. I have positive relationships with African parents in my class
4. I can identify when school policies disproportionately affect African students
5. I challenge racist comments from other staff or students immediately
6. I include African authors, history, and perspectives in my teaching
7. I understand different cultural norms around eye contact, questioning authority, and communication styles
8. I give African students the same benefit of the doubt I give white students
9. I've examined whether my behaviour management approach treats all students fairly
10. I actively advocate for African students, even when it's uncomfortable
Your Total Score: 0 / 50
Download the Teacher Self-Reflection Journal
Take your reflections further with this practical tool. Monthly prompts will help you examine your practice, challenge assumptions, and track your growth.