\n Once a racial incident has been investigated, schools should take appropriate action to address the harm caused, support those involved, and reduce the likelihood of similar incidents occurring in the future. Responses should be proportionate, educational, trauma-informed and focused on promoting inclusion and belonging.\n<\/p>\n
\n The child or young person affected should feel listened to, supported and reassured that their concerns have been taken seriously.\n<\/p>\n
\n Children and young people who engage in racist behaviour may also require support to understand the impact of their actions, challenge prejudiced attitudes and make positive changes.\n<\/p>\n
\n Educational responses are often an important part of addressing racial incidents and promoting long-term change.\n<\/p>\n
These approaches focus on repairing harm, promoting understanding and rebuilding relationships. They should only be used where those involved feel safe and willing to participate.<\/p>\n
Restorative approaches should not replace safeguarding actions, disciplinary processes or other responses where these are required.\n<\/p><\/div>\n
\n Educational and restorative approaches do not remove the need for accountability. Schools should consider whether consequences are required in line with local authority and school policies.\n<\/p>\n
\n Parents and carers should be kept informed where appropriate and supported to understand the school’s response.\n<\/p>\n
\n Addressing a racial incident should not end when immediate actions have been completed. Schools should consider whether further monitoring or support is required.\n<\/p>\n
\nThe flowchart below provides a visual summary of the addressing stage and can be downloaded for use in schools, staff meetings and professional learning sessions.\n<\/p>\n
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\nDownload Flowchart (PDF)
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\n Go to Reporting and Logging a Racial Incident \u2192
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