Ways for schools to gather student voice, including suggested questions to add to a student survey. Taking a whole-school approach to anti-racism means putting the views and ideas of students at the centre of everything we do. Taking students’ views into consideration should always be a part of decision-making at your school. Schools should provide children and young people with meaningful opportunities to share their experiences, views and hopes about their school. Asking students for their opinions and ideas around anti-racism has benefits for both the school and the students and can be done in many different ways. It can provide: an improved sense of belonging and community in the school an improved sense of identity for students developing students’ confidence and self-esteem a safe space for students to share lived experiences of racism identification of issues or specific students who are having difficulties and who may need further support This resource shares a number of suggestions for gathering student voice around anti-racism. It also shares suggested questions to add to a student survey, with guidance on how best to do this.

It is important for staff to recognise and intervene if they become aware of students at risk of developing unhealthy relationships. Find out more about the signs to spot and how to approach a student if you’re concerned. A guidance booklet for college staff about what to do if a student is in a potentially unhealthy relationship with a romantic partner or friend.

Research suggest that 1 in 4 young women and 1 in 10 young men have self-harmed at some point in their life. Learn more about potential reasons why, how to help a student and who else to involve. A detailed guidance booklet for college staff on the topic of self-harm, explaining how staff can help if they are concerned about a student.

Cultural exchange in general is defined as when people of two or more different backgrounds trade ideas, feelings, stories and customs. Cultural exchange can be used as a form of creating dialogue and understanding diversity in communities to help build community relations and cohesion. Some examples of cultural exchange in a school context may include: A school trip to another country Visiting a cultural venue, like a museum, that has exhibits and artefacts from different cultures around the world A culture sharing event For this resource, we’ll be focusing on culture sharing events; ways that schools can facilitate sharing between the different cultures that make up your school community. The resource includes ideas for cultural exchange activities and what to keep in mind when planning them.

A lesson planning guide for teaching a curriculum topic that is linked to race and racism, or for when a potentially traumatic racist incident occurs in the wider world. The UK Trauma Council defines trauma as ‘a distressing event or events that are so extreme or intense that they overwhelm a person’s ability to cope, resulting in lasting negative impact.’ When this event or events are related to race, it is sometimes known as ‘racial trauma’. Experiencing overt racism – for example being a victim of a racially-motivated hate crime - could cause a trauma response in young people. However, racism can have a traumatic impact even when it isn’t something that directly happens to you. Racist and race-related events may occur in the wider world that may cause traumatic responses in young people; for example, the 2020 murder of George Floyd in the United States. There may also be topics that are part of the curriculum – for example, learning about slavery or the Holocaust in history lessons – that may be painful for young people to learn about. In this resource, we have created a lesson planning guide for teaching a curriculum topic that is linked to race and racism, or for when a potentially traumatic racist incident occurs in the wider world.

Information for staff on how best to support a student who has experienced racism and where else to seek support. Children and young people can experience racism in many different forms. It can include verbal abuse and name-calling; racist comments during a discussion or encouraging others to behave in a racist way. Sometimes racism can include damage to property, physical intimidation or violent attacks. All schools should have a clear structure and process for reporting racist incidents, and must create one if they do not. It is important to create opportunities to hear students’ voices and to have a clear framework for reporting racist incidents. Research has found links between experiencing racism and a detrimental impact to mental health. This resource shares guidance for schools on how to support the mental health of a young person who has experienced racism, as well as how to address the incident and further suggestions for tackling racism in schools.

A PowerPoint and guidance on delivering a presentation about microaggressions to staff members. A microaggression is ‘an act or a remark that discriminates against one or more members of a minority group, either deliberately or by mistake’. Research has found that experiencing microaggressions can have a significant impact on mental health. Through this training, staff will learn more about: what microaggressions are the mental health impact of experiencing microaggressions how to avoid committing microaggressions what to do if they experience or witness a microaggression. This training session is an introduction to the topic of microaggressions, and can easily be delivered by someone without much or any prior knowledge of the topic. It was designed to be delivered by a senior leader in a school to all school staff including support staff.

Information about the impact of racism on school staff, and guidance for schools on how to foster a safe and supportive environment. Some schools already have excellent initiatives in place to support their staff’s mental health and wellbeing, making it a whole-school priority. Schools are becoming aware that in order to properly support the wellbeing of students, the wellbeing of staff must be treated with equal importance. This resource helps schools specifically think about supporting the mental health and wellbeing of staff from racially minoritised groups. It covers topics that may impact the mental health of staff from these groups, including the ‘hidden workload’ and the diversity of the teaching profession. The resource then shares advice for schools on action to take, and includes a case study from Rahi Popat, a teacher in Leicester.

Stress around exams and assessments is normal, but it can also impact negatively on college work and day-to-day life. Get practical advice on helping your students through these periods of stress. This resource provides information for college staff on how to identify if a student is struggling with exam and assessment stress, and how to support them.

Lists of books, videos, articles and more that educators can use to explore and develop their racial literacy. Knowledge of race and racism is also known as ‘racial literacy’. Being racially literate means that educators have the knowledge, skills, awareness and confidence to talk about race and racism in their setting. Talking about race in an education setting can feel very challenging, and these conversations can often be difficult. However, it is crucial that school staff foster a supportive and safe environment where these vital discussions can take place. Developing racial literacy should be thought of as a continuous process of learning and un-learning for educators. Because it’s a continuous process, it isn’t about always being correct, but instead having a willingness to learn. By working on our racial literacy, we will feel more comfortable to be curious, ask questions, facilitate discussions and to learn from each other. In this resource, we’re sharing books, videos, articles and more that educators can use to explore and develop their racial literacy, and think more deeply about the impact of racism on mental health.

A guide to supporting the mental health and wellbeing of staff at schools and colleges during periods of disruption

This animation and accompanying teacher toolkit is aimed at Key stage 3 secondary school pupils (Years 7-9). They were developed in collaboration with young people, teachers and mental health experts. The animation aims to give young people of this age: Consistent and accessible language to talk about mental health A better understanding of mental health self-care To know who to ask for support when it is needed The Teacher Toolkit for school staff to use alongside the animation includes: A Lesson plan and PowerPoint An Assembly plan and PowerPoint Various resources and classroom exercises