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Understanding Context

Learn the crucial context behind your students' experiences to build trust and teach more effectively.

Migration & Diaspora

Student Experiences Are Diverse

Recent arrivals with language barriers, British-born students navigating dual identities, and refugees fleeing conflict all have unique needs. Don't treat them as a monolith.

Key Challenges for Students

  • Recently Arrived: Face language barriers, trauma, immense family pressure, and the shock of cultural adjustment.
  • British-Born: Constantly code-switch, face stereotype threat (where awareness of stereotypes impacts performance), and are subject to adultification (being seen as older/less innocent).

Common Misconception: 'Their parents don't care about education.'

What you might see:

Absence from parents' evenings or a lack of response to emails.

What might be happening:

Parents may be working inflexible shifts, face language barriers, or distrust institutions based on past negative experiences.

What you can do:

Offer multiple communication methods and times. Build positive relationships before problems arise.

Family Structures & Expectations

Understanding Family Dynamics

Extended Family: Aunties, uncles, and grandparents are often key authority figures in a child's life. Engaging with them is crucial.

Respect for Elders: Children are taught to respect adults without question. What you see as disengagement (like not making eye contact) is often a sign of respect.

Common Misconception: 'That parent is being pushy.'

What you might see:

A parent asking detailed questions about curriculum, homework, and grades.

What might be happening:

They are being a responsible and engaged parent who knows their child may face extra barriers. They see education as the primary tool for success.

What you can do:

Welcome their questions and engage with them as a partner. Don't dismiss their concerns.

Language & Communication

Multilingualism is an Asset, Not a Deficit

Many African students speak 2-4 languages; they aren't "behind," they're navigating multiple linguistic systems. Teach Standard English without shaming home dialects like pidgin or creole.

Common Misconception: Assuming lack of comprehension

What you might see:

A student nods when you give instructions but doesn't follow them.

What might be happening:

In many cultures, nodding is a sign of polite listening, not of understanding. They may not have understood but were too polite to say so.

What you can do:

Check understanding with open-ended questions like, 'Can you tell me in your own words what the next step is?'

Religious & Cultural Practices

Supporting Religious Observance

Many of your African students will come from deeply committed Christian or Muslim families. Understanding their practices is key to creating an inclusive environment, from respecting prayer times and dietary needs to being sensitive during periods like Ramadan.

Do:
  • Provide a quiet space for prayer if requested.
  • Be mindful of fasting students during Ramadan.
  • Accommodate dietary and uniform requirements.
  • Learn about major holidays like Eid and Christmas harvest.
Don't:
  • Schedule major exams or events during Ramadan if avoidable.
  • Ask students to remove religious clothing.
  • Assume non-participation is a behavioural issue.
  • Make students feel 'othered' for their practices.

Racism & Identity

Racism in Schools is a Reality

It happens in three forms: Direct (slurs), Microaggressions ("You're so well-spoken"), and Institutional (harsher discipline for Black students).

Common Misconception: 'I don't see colour.'

What you might see:

A teacher claims to treat every child the same, regardless of race.

What might be happening:

This statement, while often well-intentioned, erases the lived reality of racism that Black students face. It signals that you are not a safe person to talk to about race.

What you can do:

Acknowledge race and its impact. Be willing to have open conversations and learn.