This page provides an overview of the ethos behind Respect for all and direct ways of reflecting this ethos in schools, classrooms and the wider community. It identifies five key areas for teachers to address in order to effectively raise awareness and understanding about issues of diversity and race equality. The specific areas are:

Inspection
The curriculum
Preparation
In the classroom
Outside the classroom

Inspection

All schools and public bodies are bound by the duties outlined in the Race Relations (Amendment) Act (2000). Ofsted inspectors will want to see data and qualitative evidence (for example audits, surveys and action plans) showing that the school has taken account of race equality for all five of the Every Child Matters aims:

• being healthy – are all pupils encouraged to have positive self-esteem and a healthy respect for others?
• staying safe – are pupils free from bullying, harassment and violence?
• enjoying and achieving – are all ethnic groups engaged in the learning? Are all ethnic groups achieving?
• making a positive contribution – are pupils encouraged to become active citizens, with respect for equality and awareness of social and global diversity?
• achieving economic well-being – are pupils from disadvantaged backgrounds encouraged to have high aspirations?

The Respect for all audit tool, downloadable from this area of the website, can be used as qualitative evidence of monitoring race equality policies. It is an efficient way for schools to review their policies and practice and improve them where necessary.

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The curriculum

No young person, whatever their background, should leave school unaware of or unprepared for the challenges of life in our complex multicultural, multi-faith society. This is why both statutory guidelines and the law require teachers to address issues of racism, diversity and inclusion – not just in PSHE or citizenship but across the curriculum.

• Choose the right resources
  

The range and quality of available resources is improving by the day. Aim to choose resources that do not stereotype or diminish different cultures and communities. Use positive examples and non-stereotypical images that show diversity both within and between cultures.

• Challenge racist assumptions and attitudes

Quote relevant facts and figures and focus on the benefits and challenges of global diversity. Discuss, for example, why claims for asylum are so controversial even though government statistics show they have fallen in recent years, or challenge the common perception that ethnic minority communities did not exist in Britain before the Second World War by looking at London, Bristol and Liverpool, where ethnic minority communities have existed for hundreds of years.

• Promote respect for diversity
  

Issues of racism, diversity and inclusion permeate every area of life, and therefore every area of the national curriculum. Respect for diversity can be promoted in all subjects by drawing examples from different countries, cultures and communities and encouraging pupils to focus on the way human diversity enriches our lives.

• Highlight the benefits
  

Virtually every aspect of life in Britain – from the law, counting systems and scientific knowledge to language, music and eating habits – has been shaped and influenced by contributions from other cultures. Make it a point to highlight how your subject area has benefited from cultural and global diversity.

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Preparation

When preparing to address issues of racism and diversity in the classroom, you may find the following self-assessment questions helpful.

• How confident am I about introducing new topics or conveying key messages? Do I need to do more research or preparation?
• How comfortable am I discussing this topic? Should I talk through some of the issues with a colleague or friend so that I am better prepared?
• If some pupils express offensive or provocative views, am I confident that I know how to respond? Do I need to rehearse or role-play my responses?
• Will all pupils in the group feel comfortable with this topic? What steps can I take to ensure that the discussions and activities will feel safe for all concerned?
• Are some pupils likely to resist or strongly identify with particular messages? What reactions do I anticipate and how should I handle them?
• What preparatory work will I need to do with the class, for example agreeing the boundaries, learning aims, definitions or key terms?
• What ground rules could I suggest, for example about coping with angry feelings, respecting differences or learning from conflicting viewpoints?

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In the classroom

Whether your school is in a small isolated village or a large multicultural city, your pupils are exposed daily to a variety of messages about ethnic and social diversity. Their views are being shaped by the attitudes of friends and family, politicians, the media – and teachers. Teachers have a key role in encouraging respect for diversity and helping pupils to question negative assumptions and stereotypes. This task is much easier if teachers establish clear boundaries for discussion and adopt an informed, consistent approach when addressing these issues in the classroom.

• Respect difference

Teachers have a crucial role to play in helping pupils resolve conflict. This should be evident from the way teachers take account of different attitudes, identities and backgrounds – by discouraging racist language or assumptions, for example, and insisting on mutual respect even if discussions get heated.

• Promote equality
  

Some pupils will be unsure about which words to use when talking about race and diversity issues; others will feel reluctant or only too keen to repeat what they have heard. Teachers can help establish an ethos of equality in the classroom by encouraging an informed use of language and a democratic exchange of views that includes different backgrounds and experiences.

• Keep it relevant
  

Young people learn best when they can relate what they are learning to their own lives and experiences. Where possible, substitute or adapt resources to reflect the local context, for example, by including local issues or using the context of current affairs, public controversies and popular culture. Make lessons and activities relevant to the 21st century.

• Make it safe
  

When exploring issues that could be painful, controversial or provocative, make it safe for pupils to air their ideas, opinions, feelings and concerns, for example by negotiating ground rules, working in pairs or small groups, using role play or encouraging them to express their feelings non-verbally.

• Avoid judgement
  

If pupils are put on the defensive or feel judged, they will quickly learn to be selective about the views they air in the classroom. With the exception of extremist materials, which are illegal, try to avoid vetoing offensive or provocative views – and make it a class ground rule to challenge these views, not the person expressing them, when there are disagreements.

• Prepare yourself
  

The best motivator is a teacher who can tackle racism and diversity issues in a confident and engaging way. It is important to feel comfortable handling difficult questions, controversial attitudes and heated debates in the classroom, whatever your background or experience.

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Outside the classroom

Addressing issues of racism, diversity and inclusion does not end in the classroom. A similar drive is needed to promote an inclusive culture and ethos in the corridors, staffroom and playground. It is important that parents, visitors, staff and pupils experience the school as a safe, inclusive environment where diversity is valued and celebrated. This goes beyond what people see on the walls – it is also about the diversity of staff and decision-makers, staff attitudes, the school’s behaviour code and how well antisocial behaviour is tackled.

The following are suggestions for addressing issues of inclusion and diversity outside the classroom and in the wider community.

• Diversity among governors and staff is evidence that the school practises what it preaches and gives pupils good role models.
• A code of conduct that promotes equality, inclusion and mutual respect should have the same prominent status as the school’s health and safety guidelines.
• Zero tolerance for antisocial behaviour such as name-calling, racial bullying or graffiti writing should be demonstrated by consistent responses and sanctions.
• Publicising key messages lets pupils, parents and staff, whether teaching, non-teaching or temporary, know what is expected.
• Relevant, well-delivered and well-supported INSET helps staff examine their own attitudes and encourages good practice.
• Welcome signs and policy statements in relevant community languages make an immediate welcoming statement to everyone who walks into the school.
• Photographs of the staff and pupils at work make an equally strong impression if they mirror the diversity of the school and its community.
• Prominent displays of posters, artwork and displays of pupils’ work featuring relevant themes convey important messages about the school’s ethos and curriculum.
• A school-wide dialogue about the school’s values, ethos and curriculum encourages ‘ownership’ from parents, pupils, staff, governors and the wider community and provides a clear framework for discussing diversity issues.

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