We stand, in English schools, on a precipice.

The twin tsunamis of Brexit and Donald Trump have battered and loosened the rock upon which our self-image rests.

The idea of ourselves as tolerant, respectful and inclusive people has taken a battering. Every day we are presented with new examples of unloosed racism, xenophobia and hatred for the Other. It is perpetuated in tabloid headphones, through grainy footage shot on public transport and manifesting in anonymous internet messages. 

Seemingly from nowhere, the low drums of nationalism have once again started to sound, dark spectres of the recent past lurking in the corners of our vision. Angular, dripping swastikas appear on public buildings.

As educators, there is simply no question: it is always our moral duty to make our schools a safe, welcoming place for students, regardless of where they have come from.

In a time of extremes, however, perhaps we have a responsibility to go further in safeguarding our students?

It is no longer simply enough to mediate incidents of racial or xenophobic bullying, or withdraw students for a lesson or two. As political tensions escalate at the fastest rate in decades, we need to ensure that students do not become casualties of hatred or ignorance. 

Schools have a pressing duty to examine their disciplinary codes to ensure that any incident of hatred isn’t simply logged and left to fester. Rather, I call for harsher penalties, up to and including expulsion, for those who persist in behaviour or speech that, in the wider world, would be considered acts of hatred. I believe that students who persist in racial abuse should receive police warnings or formal cautions. 

For students in the last few years of their compulsory schooling, it is vital that they leave the classroom as responsible citizens, aware of the power of their words and actions. They need to understand how their words and deeds can not only harm others, but lead to criminal convictions for themselves. Swift, sharp sanctions will do more than a thousand PSHE lessons to make this clear to the young. 

There are some that might say that my argument is simply a proxy to restrict freedom of speech. They may argue that such a tightening of discipline may challenge British values of freedom. In response, I say that in turbulent times such as these, it is the courage to make tough decisions and not give in to populist prejudices that separates us from those who advocate division and challenge the instruments of democracy. 

There is another argument to be made that severe sanctions for racist or xenophobic behaviour may unfairly disadvantage some students in areas of socio-economic deprivation. This, to trot out a well-worn cliche, epitomises the ‘soft bigotry of low expectations ’. A working society is one where all understand their rights and responsibilities, with no excuses made in regards to where you come from.

Like it or not, the world in years to come will be a reflection of the education we provide young people today. Do we want a world in which the hysterical, divisive rhetoric of 2016 will continue, or do we want to plant the seeds of a more caring, inclusive world for students, one that grants opportunity for all? 

If we’re serious about ‘taking back control ’ or ‘making the nation great again ’ the first step is to ensure that every child can go to school, free from fear. The alternative will only weaken us all.

Mike Stuchbery is a teacher and blogger. He tweets as @MrMStuchbery

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