Children should be taught about diversity in school in ‘new era of racial inclusion’

A recent report has called on the government to officially incorporate diversity into the national curriculum to usher in a "new era" of racial inclusion in schools .

The Centre for Young Lives, a prominent think tank, asserts that combating racism must be a “central focus” and emphasizes that compulsory teacher training in inclusive methods is crucial.

The report, supported financially by Lewis Hamilton's charity foundation, Mission 44, points out the "unduly adverse experiences and consequences" encountered by certain members of ethnic minorities. children in schools.

It points to "zero-tolerance" behaviour policies as potentially discriminatory, disproportionately punishing Black and mixed-race students, particularly boys, and reinforcing harmful stereotypes.

One of the main suggestions in the report is the official incorporation of " diversity of representation And perspective" within the national curriculum. It further advocates for fair admission policies to be adopted as the norm. in all schools.

This ought to encompass an examination of the statutory entitlement of academy trusts to serve as their own admission authorities, along with restoring the legal responsibility to local councils.

Baroness Anne Longfield, who previously served as the Children’s Commissioner for England and is now the executive chair of the Centre for Young Lives, stated: "It should not be up to schools to decide which children they allow through their doors—whether this involves discriminatory admission practices, restricted catchment zones, or manipulating the system via controlled transfers or pushing out students."

Some schools are receiving praise from Ofsted while others are left to promote inclusivity. This disparity is unjust and needs to end.

The report – which involved over 130 school and education leaders – features an analysis revealing substantial variations in inclusive education.

In the opening section of the report, Baroness Longfield stated: "Our examination uncovers a postcode lottery, where youngsters in London have a higher chance of attending educational institutions characterized by lower exclusion rates, reduced absenteeism, and narrower achievement disparities among disadvantaged children."

Our research indicates that underprivileged children in rural regions are less likely to achieve success compared to their counterparts, highlighting that maximising educational outcomes goes beyond merely improving teaching methods and depends also on the resources available to both schools and students within their local communities.

The provisional report from the independent curriculum and assessment review, released in March, stated that it aims to make sure the curriculum is "inclusive" so that all pupils can find aspects of their own identities reflected in what they study.

In July, the government initiated an examination of curriculums and assessments in schools and colleges, led by renowned educational specialist Professor Becky Francis. The concluding report from this inquiry is anticipated sometime during the fall season.

On the review, the Centre for Young Lives report said: “We heard from education leaders and the broader education sector that while schools may have ‘scope’ to deliver a more diverse learning experience, in order to drive real change in this area, diversity of representation and perspective must be formally embedded into the national curriculum.”

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