Black teachers’ experiences of reporting racist incidents in English schools: Lessons for school leaders

Tryphosa Bennett; Alexandra  Brown; Terra Glowach; Tanisha Hicks-Beresford; Rafael Mitchell; DeMarco Ryans; Amy Saleh; Indikah Smith

doi:10.1080/13632434.2025.2492559

Black teachers’ experiences of reporting racist incidents in English schools: Lessons for school leaders

Tryphosa Bennett, Alexandra Brown, Terra Glowach^*, Tanisha Hicks-Beresford, Rafael Mitchell, DeMarco Ryans, Amy Saleh, Indikah Smith

^*Corresponding author for this work

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Abstract

In 2020, the Runnymede report Race and Racism in English Secondary Schools found that clear anti-racist policies were needed to address the institutional and systematic disadvantaging of racially minoritised staff and students. This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. Using a counter-story approach, we present a composite narrative based on Black teachers’ experiences and focus on school leaders’ responses to reports of racist incidents. This provides a critical vantage point for considering how those in positions of leadership can deliver on commitments to the safety and wellbeing of racially minoritised staff and students. Implications for policy and practice are presented at the school and national level.

Original language	English
Pages (from-to)	233-253
Number of pages	21
Journal	School Leadership & Management
Volume	45
Issue number	3
Early online date	20 Apr 2025
DOIs	https://doi.org/10.1080/13632434.2025.2492559
Publication status	E-pub ahead of print - 20 Apr 2025

Bibliographical note

Publisher Copyright:
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Research Groups and Themes

SoE Centre for Comparative and International Research in Education

Access to Document

10.1080/13632434.2025.2492559Licence: CC BY

Full-text PDF (final published version)Final published version, 747 KBLicence: CC BY

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Southwest Anti-Racist Education Forum
Mitchell, R. (Principal Investigator), Rawlings, D. G. (Co-Investigator), Paulson, J. (Co-Investigator) & Glowach, T. (Co-Investigator)
3/03/22 → 31/07/22
Project: Other

Cite this

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title = "Black teachers{\textquoteright} experiences of reporting racist incidents in English schools: Lessons for school leaders",

abstract = "In 2020, the Runnymede report Race and Racism in English Secondary Schools found that clear anti-racist policies were needed to address the institutional and systematic disadvantaging of racially minoritised staff and students. This article explores Black teachers{\textquoteright} experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. Using a counter-story approach, we present a composite narrative based on Black teachers{\textquoteright} experiences and focus on school leaders{\textquoteright} responses to reports of racist incidents. This provides a critical vantage point for considering how those in positions of leadership can deliver on commitments to the safety and wellbeing of racially minoritised staff and students. Implications for policy and practice are presented at the school and national level.",

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Black teachers’ experiences of reporting racist incidents in English schools: Lessons for school leaders

Abstract

Bibliographical note

Research Groups and Themes

Access to Document

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Projects

Southwest Anti-Racist Education Forum

Cite this