# data[].attributes.headline
Digital Discourse Initiative - PEACE Framework for Strategic Dialogue

# data[].attributes.subject
Digital Discourse Initiative - PEACE Framework for Strategic Dialogue

# data[].attributes.body
The PEACE framework can be helpful for having conversations about these topics with young people:

Pause: Before responding - pause. This allows for a short moment of silence, which acts to situate you in control of the dialogue while providing space for a calm response.

Empathy: Address the behaviour or comments and don’t ‘label' the person - remind them of their positive qualities that behaviour or language like this contradicts.

Ask: Questions to encourage critical reflection. Using open-ended questions invites the person to think deeper on their own, reflect, and sows seeds of doubt: “Why did you say that?”

Correct: disinformation if you can by providing facts that directly challenge misconceptions

Encourage: respect for others and fact-checking information

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Whole School Approach to Responding to Racism and Racist Incidents

# data[].attributes.subject
Whole School Approach to Responding to Racism and Racist Incidents

# data[].attributes.body
This guidance has been designed to assist school leaders, school staff, and local authorities to implement a consistent and robust whole school approach to responding to racism and racist incidents in schools.

It builds on previously published guidance: Schools - addressing racism and racist incidents: guidance - gov.scot

# data[].attributes.attachment_link.title
Whole school approach to racism and racist incidents: guidance

# data[].attributes.attachment_link.description
This guidance has been designed to assist school leaders, school staff, and local authorities to implement a consistent and robust whole school approach to responding to racism and racist incidents in schools.

# data[].attributes.headline
Education Scotland - Keeping yourself safe when leading antiracism

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Education Scotland - Keeping yourself safe when leading antiracism

# data[].attributes.headline
Scotland's Breaking the Mould Principles for an Anti-Racist Curriculum

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Scotland's Breaking the Mould Principles for an Anti-Racist Curriculum

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Emerging from the Anti-Racism in Education Programme, the Anti-Racist Curriculum Principles, entitled 'Breaking the Mould', have been designed to support learners, educators and leaders understand what an anti-racist curriculum can mean in practice.

Accessing the anti-racist curriculum principles
The Anti-Racist Curriculum Principles (PDF 64 KB) The Anti-Racist Curriculum Principles - Gaelic version (PDF 84 KB)
They can also be accessed alongside examples of practice and support on this Glow website: Anti-Racist Curriculum Principles - Promoting Race Equality and Anti-racist Education.

Case studies and further guidance will be added on over time.

Why do we need an anti-racist curriculum?

The title of the Anti-Racist Curriculum Principles, 'Breaking the Mould', was coined by a Black young person and Member of Scottish Youth Parliament who co-designed the principles with anti-racist educators and experts.

'Breaking the mould' is about recognising and challenging aspects of outdated and Eurocentric perspectives in the curriculum and introducing modern, relevant and responsive contexts for learning for all children and young people. The Anti-Racist Curriculum Principles strengthen the opportunities to embrace, celebrate and embed equity, diversity and social justice. Our curriculum can create space to disrupt racism and other forms of discrimination. The Principles help value, respect, recognise and represent the diversity of all children and young people. They also promote global citizenship and a sense of belonging as part of an inclusive learning environment.

The Vision, Values and Call to Action from the National Discussion on Education, has highlighted the importance of a curriculum that advances human rights, equity, inclusivity, and appreciation of diversity to recognise, respect, and represent the unique talents, characteristics, needs, interests, and potential of all learners. It is recognised that to fully value, respect, and represent the diversity of people in Scotland, it was important that this is reflected in the curriculum. Principles such as anti-racist education were identified as being paramount.

Educators are the key to bringing anti-racist education to life. They are key to 'breaking the mould' to create a contemporary curriculum that prepares learners for the modern world. In working towards an anti-racist curriculum, educators will find support from the Scottish Government, Education Scotland, the Scottish Qualifications Authority (and their successor bodies), local authority personnel and other system leaders.

How to use the anti-racist curriculum principles

Creating an anti-racist curriculum is a process that requires understanding, reflection and commitment.

Educators, local authorities, schools and early learning and childcare settings can consider how they wish to enact the principles for and with their learners and wider communities. The principles can be used to support professional learning, dialogue and reflection for staff and self-evaluation. They promote the co-design of an anti-racist curriculum with learners.

The Principles should be engaged with and alongside children's rights and human rights, Sustainable Development Goals, education professional standards, Equality and Inclusion legislation and Scotland's Curriculum for Excellence.

Improvement questions

Which aspects of your practice already align with the Anti-Racist Curriculum Principles?

What could be done differently to enact the Anti-Racist Curriculum Principles?

What support might you need to feel confident to co-design an anti-racist curriculum?

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Breaking the mould: Principles for an anti-racist curriculum

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Scotland's Anti-Racism in Education Commitment

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Scotland's Anti-Racism in Education Commitment

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Racism exists within our education system, interpersonally and institutionally. We commit to eradicating racism through our anti-racist actions and policies.

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Our commitment

Racism exists within our education system, interpersonally and institutionally. We commit to eradicating racism through our anti-racist actions and policies.

Context

This commitment and guidance supports the work of our Anti-Racism in Education Programme (AREP).

The programme was developed by stakeholders, including children and young people, with lived experience of racism. This involved engagement with ministers and policy officials to develop a better understanding of the strategic approach required to embed anti-racism in schools and early years settings. Young people have also been represented on the AREP board and working groups.

The commitment is for everyone employed in the education sector in Scotland to participate in.

It will contribute to the development of a proactively anti-racist education system and create the conditions to achieve the aim that by 2030, at least 4 per cent of teachers identify as coming from a minority ethnic background.

The commitment should be considered in conjunction with the programme's Breaking the Mould: Principles for an Anti-Racist Curriculum and in the wider context of:

our over-arching approach to anti-racism

our ambitions for children and young people, recognising the importance of respecting and upholding their rights

the Education Reform agenda

Read more information on our strategic ambitions.

Historically, racism has caused great harm to Black People and People of Colour and racialised minority groups, both in Scotland and across the wider world. During the last 20 years, there have been a range of initiatives, including those which are part of our wider policy on race equality, to correct this damage across different sectors, including in education.

We know that these initiatives have fallen short of achieving their aspirations and we need to do more if we are going to achieve our ambition for systemic change. This means we all need to implement systemic, sustainable anti-racist actions.

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Anti-racism in education: commitment and guidance

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Guidance to support the anti-racism commitment made as part of the Scottish Government's Anti-Racism in Education Programme (AREP).

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Digital Discourse Initiative Handout for Educators

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Digital Discourse Initiative Handout for Educators

# data[].attributes.body
This handout by TIE and ISD includes strategies to counter online hate. It explains how to access the Digital Discourse Initiative professional learning and an overview of the course content, including information about:

how children are using social media

online disinformation

prejudicial conspiracy narratives

online hate, extremism and radicalisation

case analysis of the "manosphere" and far-right extremism

counter-speech & strategic dialogue

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Funded by the Scottish Government, developed by Scotdec & WOSDEC, this website provides tools, workshops and ideas to support Early Years practitioners and educators in Scotland to build an anti-racist curriculum which responds positively to the diverse needs of individual learning where all cultures, religions, identities and languages are recognised and valued.

Aligned with the Breaking the Mould anti-racist curriculum principles, the following types of curricular resources can be found:

Early Level

First Level

Second and Third Level

English and Literacy

Coming soon: Maths

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For education practitioners in Scotland interested in embedding anti-racist education in their setting.

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How might you share learning from today with colleagues?

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How might you share learning from today with colleagues?

# data[].attributes.body
Use and share resources from this padlet

Share the link to this digital handout / padlet directly to trusted colleagues (please avoid publicly on social media).

Consider using some of the facilitated activities with your colleagues (e.g. scenario discussion)

Contact organisations listed on this padlet for direct support.

# data[].attributes.headline
Digital Discourse Initiative Handout for Educators

# data[].attributes.subject
Digital Discourse Initiative Handout for Educators

# data[].attributes.body
This handout by TIE and ISD includes strategies to counter online hate. It explains how to access the Digital Discourse Initiative professional learning and an overview of the course content, including information about:

how children are using social media

online disinformation

prejudicial conspiracy narratives

online hate, extremism and radicalisation

case analysis of the "manosphere" and far-right extremism

counter-speech & strategic dialogue

# data[].attributes.headline
Building Racial Literacy (BRL) programme

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Building Racial Literacy (BRL) programme

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Led by Education Scotland, the national Building Racial Literacy programme promotes anti-racism as a baseline professional value, empowering educators to identify and implement anti-racist behaviours and processes in their everyday practice.

On this webpage, there is further information about the programme and how to be notified about applications opening again (keep me informed signup: https://forms.office.com/e/HQh1GVugUh)

In addition to BRL, Education Scotland offers BRL+ webinars that educators can sign up on Eventbrite. The next one is planned for 17th March: BRL+ webinar: Alistair Heather on Scotland’s Hidden Colonial History | Events | Education Scotland

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The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

We welcome educators at different stages of their anti-racist learning.

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applications for Cohorts 5 and 6 are now closed for 2024/2025. You can sign up for notifications about future cohorts using this MS Form.

If you have any questions about this programme and the application process, please see our frequently asked questions document or contact us

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

The programme runs for five months.

The programme runs for approximately five months. The provisional dates for Cohorts 5 and 6 are below. These are possibly subject to changes.

Cohort 5

Welcome Webinar: Thursday 29 th August 4-5 pm

Induction Part 1: Friday 6 th September 2-5pm

Induction Part 2: Tuesday 17 th September 2-5 pm

Webinar 1: Tuesday 29 th October 4-5:30 pm

Webinar 2: Thursday 21 st November 4-5:30 pm

Webinar 3: Thursday 12 th December 4-5:30 pm

Sharing the Learning Summit: Friday 24 th January 9-4pm

Cohort 6

Welcome Webinar: Tuesday 19 th November 4-5pm

Induction Part 1: Friday 6 th December 2-5pm

Induction Part 2: Tuesday 17 th December 2-5pm

Webinar 1: Wednesday 15 th January 4-5:30 pm

Webinar 2: Tuesday 4 th February 4-5:30 pm

Webinar 3: Thursday 27 th February 4-5:30 pm

Sharing the Learning Summit: Friday 21 st March 9-4pm

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

We welcome educators at different stages of their anti-racist learning.

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applications for Cohorts 5 and 6 are now closed for 2024/2025. You can sign up for notifications about future cohorts using this MS Form.

If you have any questions about this programme and the application process, please see our frequently asked questions document or contact us

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

The programme runs for five months.

The programme runs for approximately five months. The provisional dates for Cohorts 5 and 6 are below. These are possibly subject to changes.

Cohort 5

Welcome Webinar: Thursday 29 th August 4-5 pm

Induction Part 1: Friday 6 th September 2-5pm

Induction Part 2: Tuesday 17 th September 2-5 pm

Webinar 1: Tuesday 29 th October 4-5:30 pm

Webinar 2: Thursday 21 st November 4-5:30 pm

Webinar 3: Thursday 12 th December 4-5:30 pm

Sharing the Learning Summit: Friday 24 th January 9-4pm

Cohort 6

Welcome Webinar: Tuesday 19 th November 4-5pm

Induction Part 1: Friday 6 th December 2-5pm

Induction Part 2: Tuesday 17 th December 2-5pm

Webinar 1: Wednesday 15 th January 4-5:30 pm

Webinar 2: Tuesday 4 th February 4-5:30 pm

Webinar 3: Thursday 27 th February 4-5:30 pm

Sharing the Learning Summit: Friday 21 st March 9-4pm

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.body
Newly published page on Anti-racist education

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.body
These learning protocols from the Building Racial Literacy programme can be used to support difficult conversations about race and racism.

# data[].attributes.attachment_link.title
Towards safer, braver spaces for online learning

# data[].attributes.attachment_link.description
Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.body
Intercultural Youth Scotland offer anti-racist education support across Scotland, as outlined by this flyer. You can find out more on their website: https://www.interculturalyouthscotland.org/

# data[].attributes.headline
Scotdec, WOSDEC and Highland One World support

# data[].attributes.subject
Scotdec, WOSDEC and Highland One World support

# data[].attributes.body
The Development Education Centres fully funded professional learning opportunities for early years, primary and secondary practitioners. Our sessions are practical and interactive, developing confidence in both professional knowledge and pedagogy, exploring:

- the national approach to anti-racist education

- some definitions of racism-how to introduce these for learners

- what happens in our own settings

- some examples of good practice

- resources to support your PL and practise

- tools to develop an inclusive, diverse and anti-racist curriculum

You can find more about their resources on Signposts for Global Citizenship

# data[].attributes.attachment_link.title
Support in Anti-Racist Education Development Education Centres - March 2026

# data[].attributes.headline
Mirrors & Windows: Developing Anti-Racist Education Through Books (Highland One World)

# data[].attributes.subject
Mirrors & Windows: Developing Anti-Racist Education Through Books (Highland One World)

# data[].attributes.body
ooks have the power to shape the way children see themselves and the world. They can act as mirrors that reflect what we know about ourselves and the world we live in. They can also act as windows into worlds and experiences that are different to our own. This guide encourages you to critically reflect on the resources in use in your school and nursery and provides practical guidance for auditing and using books in your setting.

# data[].attributes.body
AdRESS is an advocacy and advice service for parents and carers of children and young people experiencing racism in Scottish schools.

AdRESS was created by the Coalition for Racial Equality and Rights (CRER), an anti-racism charity that has been campaigning for racial justice in Scotland for over two decades.

While CRER primarily focuses on research, strategic policy work and campaigning, we regularly hear from parents and carers whose children have faced serious harassment and physical violence at the hands of their classmates.

In some cases, parents reporting incidents are dismissed, belittled and even bullied when trying to seek help for their children.

AdRESS helps to ensure that your voice is heard

# data[].attributes.attachment_link.provider_name
Advocacy for Race Equality in Schools Scotland

# data[].attributes.attachment_link.title
Who we are — Advocacy for Race Equality in Schools Scotland

# data[].attributes.attachment_link.description
The Coalition for Racial Equality and Rights (CRER) is a Scottish anti-racism charity that has been campaigning for racial justice in Scotland for 25 years.

# data[].attributes.headline
Addressing and Responding to Racist Incidents: Launch of the new Whole School Approach

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Addressing and Responding to Racist Incidents: Launch of the new Whole School Approach

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Scottish Government guidance on addressing racist incidents can currently be found here: Schools - addressing racism and racist incidents: guidance - gov.scot

There are plans for the publication of a Whole School Approach to Responding to Racism and Racist Incidents (which complements the above guidance). This will be hosted on the Scottish Government website. The webinar launch of this resource is available for signup: Responding to Racist Incidents: Launch of the new Whole School Approach Tickets, Monday, Mar 23 from 4 pm to 5 pm GMT | Eventbrite

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Schools - addressing racism and racist incidents: guidance

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This guidance has been designed to assist schools to develop and implement a consistent and robust approach to addressing racist incidents experienced or displayed by children and young people in school.

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This foundation is threatened by false information, which has the potential to add to polarisation and promote hate and violence, and, in turn, risks undermining trust and community cohesion.

Educational establishments should be safe and welcoming for all learners and their families as well as staff.

The aim of this guidance is to provide advice for members on navigating and addressing misinformation and disinformation, to promote social justice and equality.

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COSLA Community Cohesion Communications Resource for Scottish Local Authorities

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COSLA Community Cohesion Communications Resource for Scottish Local Authorities

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This briefing contains links to resources and information about:

The asylum system

A clarification of roles and responsibility for local authorities / Home Office in the asylum system

Rights and entitlements of people seeking asylum in the UK

Statistics

An overview of resettlement schemes and the different between resettlement and asylum

Right to protest

Hate crime

Mis/Dis/Mal - information

Violence Against Women and Girls

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COSLA LA Cohesion Comms Briefing November 2025

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This guide focuses on facilitating professional learning. However, the section on strategies to deal with conflict may be useful for educators & leaders dealing with conflict in their settings:

Separating the person from the potential problem

When discussions become too heated it's easy for the conflict to become personal. Instead, a facilitator should try to pick-up and reword comments so that they focus on what the issue is rather than who is discussing it. Facilitators can do this by using clarifying statements/questions such as:
-    So what you’re saying is…
-    Am I hearing you correctly when you say…
-    Another way you might say this is…
From here, it will be easier to steer the discussion into a more productive space that is focussed on the learning and subject at hand.

Questioning

Another approach is to switch the focus from conflict to questioning.  This helps the group lean into the difficult conversation in the pursuit of creating a compassionate space where people listen to understand, offer new information/perspectives and correct assumptions.

It is only in having these difficult conversations can people ‘Do better once they know better’. This can be referred to as, ‘calling in’ vs ‘calling out’ and Harvard University have created a user-friendly guide on this.

Facilitators should encourage individuals to provide more information or explanation through gently probing questions such as:
-    What makes you say that?
-    "I'm curious. What was your intention when you said that?"
-    Why do you think this is the case?
-    What do you think would happen if…?
-    What sort of impact do you think…?
-    How might someone else see this differently?

Depersonalising and questioning allows the group to explore the issue and fully understand what it is. It is possible that someone’s perception may be wrong – perhaps the conflict is based on incorrect or incomplete information, or it may be that the perception is correct, and the person is right to feel the way that they do. If this is the case, then the facilitator needs to address the situation in the appropriate manner

Take Things "Off Line"

One of the quickest ways to deal with severe or unsolvable conflict in a learning situation is to acknowledge it at the time but then arrange to fully follow it up at the appropriate time, location and with the correct personnel.

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Building on Goleman's theory above, one of the first steps in facilitating impactful professional learning is to create a space that is characterised by a sense of community and psychological safety.

Psychological safety refers to the shared belief that individuals can express their thoughts, ideas, concerns, questions, and mistakes without fear of negative consequences, such as ridicule, punishment, or rejection.

Key elements of psychological safety include:

open communication without fear of retaliation

mutual respect among team members

encouragement of risk-taking and experimentation

a learning culture that values mistakes as opportunities for growth

This concept was popularised by Harvard Professor Amy Edmondson (1999), who emphasised that psychological safety is key to fostering an environment of innovation, learning, and collaboration. In psychologically safe environments, people feel free to contribute, challenge the status quo, and engage openly, which can improve group performance and creativity.

This productive learning environment can be practically achieved through a process of contracting between the learners and the facilitators. This may be through co-creating group protocols together or agreeing to pre-determined conditions. An example of this contracting can be seen in the example below:

Source: Towards safer, braver spaces for online learning | Programmes | Professional learning programmes, webinars and events | Professional Learning | Education Scotland

Inclusivity
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An important responsibility of a facilitator is to support all learners to feel as welcome and supported as reasonably possible. Facilitators should recognise the diverse backgrounds, experiences and perspectives of participants and create safe opportunities for everyone to contribute meaningfully. Acknowledging and validating learners' lived experiences, different cultural and social identities will enhance their sense of worth and belonging in the learning space.

Practical ways of achieving inclusive environment:

Minimise power imbalance as much as possible

using different engagement and communication methods. For example, through fostering smaller group discussions, having an impartial facilitator and sharing and anonymous contributions.

Ensuring use of inclusive language

it is advantageous for facilitators to understand and use the appropriate vocabulary for protected characteristics to avoid accidentally using derogatory or insensitive language that reinforces negative stereotypes. See key vocabulary and working definitions for race, sex, sexual orientation and gender and disability in the appendices.

Diverse and representative images and examples

When generating resources and contextual examples for the learning a range of perspectives should be included to ensure the content doesn't become normative to a particular group i.e. white and non-disabled. A list of copyright free image banks can be found below:

Adopting a trauma-informed approach

For example, flagging up the potentially distressing or triggering content of a session beforehand and providing signposts to support self-care. Acknowledging that certain content can affect people differently and destigmatising the need to prioritise self-care is important.

Appropriate recognition of sources

Recognising sources honours the intellectual property rights of authors, researchers, and creators. It shows respect for the effort and expertise that went into producing the original work, encouraging ethical collaboration and knowledge-sharing.

Fully assess the inclusivity of in-person learning spaces and timings

If catering is offered, ensure that dietary requirements are requested beforehand to meet various diverse needs linked to religion, allergies and belief (e.g. halal, kosher, vegetarian, vegan, gluten free etc.)

Similarly, if required, additional private spaces should be provided for prayer/meditation and breastfeeding/breast-pumping. If possible, venues should provide free sanitary products so that people who are menstruating are supported to learn.

Lastly, facilitators should also be mindful of religious and cultural holidays which may impact a learner's ability to engage with the event, minimising conflicts where possible. Consulting a diversity calendar may be helpful.

Accessibility
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As well as being inclusive, facilitators need to consider how accessible the professional learning is. This involves removing barriers that prevent learners, especially those with a disability, from having equal opportunities to engage with and access learning resources or spaces.

Important considerations

Physical Accessibility

Ensuring buildings and spaces are usable by people with physical disabilities (e.g. ramps, lifts, disabled bathrooms). Making events hybrid where possible and including measures to ensure the inclusion of those joining remotely, e.g. a designated hybrid liaison person to check in with those online regularly.

Digital Accessibility

Making digital content (websites, documents) usable for people with visual, auditory, or cognitive disabilities (e.g. screen readers, captions, keyboard navigation). This also applies to avoiding sources of information and research that are solely behind paywalls as this is not equitable for all learners.

If facilitators need to use sources that sit behind paywalls they should paraphrase as much as possible to avoid the learner having to go to the direct source. It is useful to note the exceptions to copyright works for educational purposes and to support learners with disabilities.

Communication Accessibility

Providing alternative ways to communicate (e.g., sign language interpreters, Braille, using multi-media and 'Easy Read' version of documents).

It is important caveat that not all disabilities are visible and do not easily fall into the three aforementioned accessibility categories. This includes a wide range of conditions such as, but not limited to: chronic pain, neurological conditions, autoimmune diseases and energy limiting conditions.

Learners who have these disabilities, or other neurodiversity, may require bespoke support to access learning which is why open lines of communication between the facilitator and learners is important. Below are some general good practice elements to support all learners requiring support.

Practical application of accessibility

Sign-up process

Ensure that participants are given the opportunity to share any accessibility requirements as part of the sign-up process. This can be done as an optional question on the Eventbrite/MS Form or as a follow-up email.

Joining Instructions

Before the professional learning has taken place a good start for accessibility can be in comprehensive joining instructions. That breakdown in detail when, where and how learners should access the learning.

Accessibility slides

At the beginning of the professional learning it can be helpful to include accessibility information as part of the housekeeping process. For example, if on a digital platform, how to turn on closed captions or high contrast mode.

Clear communication of agenda

Clearly communicate the expectations for the session, including timings, breaks and use of group discussions/breakout rooms so that learners can adequately prepare.

Flexible participation formats

It's important to provide a range of ways to take part. This will ensure that everyone can engage in the learning in a way that they are comfortable. This includes:

Verbal participation: Some participants may prefer to ask questions or contribute verbally. Ensure that microphones are available for in person events and that remote participants can join discussions.

Non-verbal participation: Allow participants to contribute through chat functions, forums, or written responses. It can be helpful to provide a separate anonymous space for participants to ask questions.

Assistive technologies: Ensure compatibility with assistive technologies. This may include voice recognition software, screen readers, or alternative input devices.

Polling and quizzes: Use digital tools like live polls that allow anonymous contribution.

Synchronous and asynchronous options: Not everyone can take part in real time. Offer the ability to access recordings, materials and where appropriate, activities after the live session.

Written feedback: Encourage participants to provide written feedback or reflections at their own pace. This allows those who process information more slowly to take part.

Avoid jargon

General good practice is to avoid the overuse of jargon and acronyms in professional learning. Speaking in plain language and fully explaining acronyms will ensure everyone has the opportunity for equal understanding.

Accessibility checklists

There are several accessibility checklists that may be helpful to consider when you are planning professional learning for example:

Many facilitators will have experienced tension and conflict in discussion. Productive disagreement and challenge can be energising and allows for learning, but conflict can hurt progress and relationships if it isn't handled correctly. This is especially true when discussing sensitive issues. As the facilitator of these discussions there are ways to manage and mitigate for potential challenging discussion.

Reducing the Opportunity for Conflict

The best way to avoid conflicts in professional learning sessions is to prepare properly, taking all factors into consideration. A large proportion of conflict can arise when people feel insecure or threatened in some way so it's particularly important to make sure the facilitator's expectations of the learning match where the group are in terms of their current knowledge, skills and prior experience and not where the facilitator wants or hoped for them to be. It is the facilitator's primary job to make sure, as far as reasonably possible, that people feel comfortable and secure in the learning space. As such, preparation of the learning environment/ethos from the outset is crucial. This can be done in several ways:

Communicate clear boundaries

Communicate the session rules/protocols at the earliest opportunity which will allow the session to run smoothly. For example, but not limited to:
* Individuals who wish to speak should use the 'raise your hand' button (if online)
* Screenshots/recordings of slides or speakers should not be taken without permission
* The facilitator may summarise what has been said to make sure everyone understands
* Everyone is invited to contribute but not expected to/'Only speak twice when everyone has spoken once' (so that one person cannot take over the discussion but also people do not feel compelled to speak if they do not feel comfortable in doing so)

Create a learning agreement

Further to initial meeting protocols, it is also a good idea to take time to engage the group in co-creating their own learning agreement, sometimes called contracting. Even if the group is only meeting as a one-off or for a shorter amount of time, this process can be done to different degrees of depth. For example, the facilitator could present a learning agreement from a previous group and then ask the current group to amend; what do they agree with/what is missing.

A learning agreement binds the group together, as equal professionals, with mutual responsibility for the success of the learning. Emphasising the importance of learning from, with and on behalf of one another. By asking questions like: 'What will I do that will help our learning? Is there anything that will hinder our experience together? How can we actively work together today?' gives individuals the opportunity to state their personal learning preferences and reach group consensus on how to create a safe and productive space.

Send out correspondence in advance

Another thing facilitators can do to mitigate conflict is to make sure that they, as far as reasonable, lessen the unknowns because the unknown can often make people apprehensive which can lead to conflict. Providing adequate information (like session objectives, resources and agenda) and thinking time ahead of a session can help people to feel more prepared and confident for the discussions that they may have. Similarly, a clear agenda makes it easier to recognise if the group is going off track. If people understand the learning goals and direction, interruptions that lead to conflict aren't as likely to occur. Lastly, by communicating with participants before the learning takes place this opens lines of communication between the facilitator and learners, enabling them to communicate any worries, questions or to indicate access requirements which will also contribute to mitigating potential sources of conflict.

Plan for intentional connectors, check-ins, debriefs and breaks

Lots of learners can have mixed feelings about connectors (or Icebreakers) but the important purpose that they serve is that they allow participants to introduce themselves and model the language that they wish to be used, how they should be referred to by others - for example, preferred names, pronunciation of those names and pronouns. Additionally, a connector also allows participants to begin to build relationships and trust in one another, usually in a light-hearted way, which is a huge step to minimising conflict.

Checking in with the mood of participants can be done at any time in the learning and isn't something that is reserved for the connector. This allows the facilitator to 'temperature check' how the learning is landing thus far and how the dynamic of the group is ebbing and flowing. This will then allow the facilitator to responsively plan the next section of content and/or social groupings. Part of this responsiveness may be to include an extra break to allow people to have their own space and time to reflect, all of which can minimise potential conflict.

There are several ways to check-in formally and informally, an example could be to ask participants to identify where they fall on a mood metre like the ones below:

The Schwartz Energy Quadrants

Sources: What to Do When You're Stuck in the Survival Zone (hbr.org) and The Way We're Working Isn't Working Summary PDF (bookey.app)

The Kubler Ross Change Curve

Source: Kübler-Ross' Five Stage Change Curve Model - all you need to know (userguiding.com)

The Brackett Emotional Intelligence Tool

Source: How we feel app - Marc Brackett Emotional Intelligence Tool

Lastly, it is also important to give participants the opportunity to debrief after the sessions whether this be at the time as a group or individual follow-up after the session has completed.

Be present and adaptable as the facilitator

As the learning and discussions progress it is important that facilitators remain present and adaptable. By being observant of the learning space and aware of the people within it facilitators will be able to more easily spot the signs of conflict brewing.

Strategies to deal with conflict

Separating the person from the potential problem

When discussions become too heated it's easy for the conflict to become personal. Instead, a facilitator should try to pick-up and reword comments so that they focus on what the issue is rather than who is discussing it. Facilitators can do this by using clarifying statements/questions such as:
- So what you're saying is...
- Am I hearing you correctly when you say...
- Another way you might say this is...
From here, it will be easier to steer the discussion into a more productive space that is focussed on the learning and subject at hand.

Questioning

Another approach is to switch the focus from conflict to questioning. This helps the group lean into the difficult conversation in the pursuit of creating a compassionate space where people listen to understand, offer new information/perspectives and correct assumptions.

It is only in having these difficult conversations can people 'Do better once they know better'. This can be referred to as, 'calling in' vs 'calling out' and Harvard University have created a user-friendly guide on this.
Facilitators should encourage individuals to provide more information or explanation through gently probing questions such as:
- What makes you say that?
- "I'm curious. What was your intention when you said that?"
- Why do you think this is the case?
- What do you think would happen if...?
- What sort of impact do you think...?
- How might someone else see this differently?

Question Parking Space

Another way to encourage questioning is to provide a space in the learning environment (i.e. through paper post-its or a virtual whiteboard) for participants to 'park' their questions. This may be used when they feel too anxious to ask these aloud in front of a group or don't feel it appropriate to interrupt the flow of the discussion with their question. The facilitator can then address these questions at another time on a 1-1 or group level.

Depersonalising and questioning allows the group to explore the issue and fully understand what it is. It is possible that someone's perception may be wrong - perhaps the conflict is based on incorrect or incomplete information, or it may be that the perception is correct, and the person is right to feel the way that they do. If this is the case, then the facilitator needs to address the situation in the appropriate manner.

Take Things "Off Line"

One of the quickest ways to deal with severe or unsolvable conflict in a learning situation is to acknowledge it at the time but then arrange to fully follow it up at the appropriate time, location and with the correct personnel.

There are a wealth of facilitation strategies and tools available. It is easy to feel overwhelmed or to stick with well-known strategies.

When choosing a facilitation strategy it is important to ask these filtering questions:

1. How does this tool/strategy align with the purpose of the learning? Does it support the learners to achieve the learning objective?

2. Does this tool/strategy work in context? Is it suitable for the group you are working with in terms of the group size and needs? Will it fit in with the timings of your session?

Remember the learning and learners should drive the choice of the tool and not the other way around.

Facilitation Toolkits

Below are a list of some facilitation toolkits that can be accessed online:

Project Zero is a long-standing research project at Harvard Graduate School of Education. PZ's Thinking Routines Toolbox (harvard.edu) highlights thinking routines developed across a number of research projects. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support thinking. This facilitation toolkit also has a great example of the use of the anti-racist Land Acknowledgement strategy.

The Gamestorming toolkit for innovators, rule-breakers and changemakers has games designed to help you get more innovative, creative results in your work. It shows you not only how to play them but how to design them so they fit your own specific learning goals.

Session Lab is a collaborative workshop designing platform and has a searchable library of Facilitation Techniques and Workshop Activities.

The International Association of Facilitators (IAF) is a professional association that sets out internationally accepted industry standards, provides accreditation and supports a community of facilitation practice. The IAF Library has over 500 facilitation methodologies and techniques. If you wish to find out more about IAF you can do so here.

Seeds of Change are a workers' co-op of experienced campaigners. They offer f acilitation tools to support change. The change your group is working for might be short-term and specific, or wide-reaching and ambitious. They aim to help your group get better at making that change - by being more strategic, and more sustainable.

Liberating Structures offers an alternative way to approach and design how people work together. It provides a menu of thirty-three Liberating Structures to replace or complement conventional practices.

The NHS Facilitators Toolkit contains ideas on making sessions more productive and exercises to make sessions more interesting and memorable. The toolkit includes top tips for facilitation developed by NHS Institute for Innovation and Improvement.

When facilitating professional learning online there are several platforms that can increase engagement and encourage collaboration between learners.

Many of these tools have free versions but it is worth noting that some functions will require paid licenses for the 'pro' versions of these platforms.

Moreover some of these platforms may be unusable in certain settings/local authorities due to the local firewall settings. It is worth checking this beforehand.

Padlet - Real-time collaborative web platform in which users can upload, organize, and share content to virtual bulletin boards

Mentimetre - Create interactive presentations & meetings. Get real-time input from remote teams and online students with live polls, quizzes, word clouds, Q&As and more

Slido - Q&A and polling platform

Miro/ Mural - Digital workspace/whiteboard for visual, real-time collaboration.

Prezi - Prezi is a sophisticated online presentation and analytics software solution

Microsoft Sway - Create visually striking newsletters, presentations and documentation

Wakelet - Save, organise and share content from across various sources

ThingLink - Creating interactive, immersive media: images, videos, virtual tours, 3D models and simulations.

Canva - Graphic design platform that provides tools for creating and publishing social media graphics, presentations, promotional merchandise and Web sites.

Trello or Microsoft Planner - Project and Task Management

Microsoft OneNote or Google Docs - Note taking and document sharing

QR codes - Providing/gathering more information without text

Google Forms or Microsoft Forms - Digital forms/survey creation

Kahoot! - Technological tool used to administer quizzes, discussions or surveys. Mainly used to play games in groups where a question is projected on a large screen and participants answer questions from their mobile devices. This can be used to administer polls and surveys

Dropbox/ WeTransfer - Secure file storage and sharing

OneDrive or Google Drive Secure file storage and sharing

Sharly AI | Chat with any document and PDF - Summarise long documents and simplify complex PDFs with AI Chat.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Tackling Online Hate Speech and Hate Crime

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Tackling Online Hate Speech and Hate Crime

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Advocacy for Race Equality in Schools Scotland

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Tackling Online Hate — Advocacy for Race Equality in Schools Scotland

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For identifying and responding to online hate speech and hate crime.

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Resources and information to tackle prejudice, discrimination and hate crime for a safer and more inclusive Scotland.

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This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most people start with an About page that introduces them to potential site visitors. It might say something like this: Hi there!

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Tackling Fear, Racism and Disinformation tablemat

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Scenarios for discussion - Glasgow March 2026

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The NASUWT is committed to challenging discrimination, inequality and intolerance and promoting equality for all of its members in order to achieve equal and fair treatment, recognising that schools/colleges play an essential role in this work.

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The EIS is committed to equality, diversity and inclusion within Scottish education and our society.

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This webpage explains anti-racist education for carers and families.

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Anti-racist education information for families

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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A'Adam's Bairns (primary & secondary school resource)

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A'Adam's Bairns (primary & secondary school resource)

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This resource explores events in Scotland’s past to reflect on the way certain historical actions and behaviours left a legacy that continues to contribute to some of the challenges we face today. By connecting the past to the present, we can learn and take action for a better and fairer future.  A new music focussed unit added in 2025 supports teachers to explore Scottish identity, diversity and belonging through music and the Expressive Arts.

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When Mandela Danced in the Square (primary & secondary school resource)

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When Mandela Danced in the Square (primary & secondary school resource)

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The activities in this resource support second and third level learners to explore Scotland’s connection with Nelson Mandela and feel empowered to take action on issues of importance to them today.

It also supports them to understand the context of apartheid South Africa; the life of Nelson Mandela and the connections to the Scottish anti-apartheid movement; draw links to examples of modern day injustice; develop their speech-making skills to raise awareness of real world issues.

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Teaching Slavery in Scotland (lesson plans and project information)

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Teaching Slavery in Scotland (lesson plans and project information)

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Teaching Slavery in Scotland is an award-winning project which brings together teachers, academics, writers and creative professionals to explore new ways to learn about the trade in enslaved African people.

We have collected lesson plans created by experienced teachers, primary sources, video clips and other resources on this website for use in teaching.

The resources created for the project have been designed for use in BGE, National 5, and Higher teaching.

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Teaching Slavery in Scotland is an award-winning project which brings together teachers, academics, writers and creative professionals to explore new ways to learn about the trade in enslaved African people.

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Colonialism, Capitalism and Climate (secondary schools)

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Colonialism, Capitalism and Climate (secondary schools)

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A series of lessons to explore how colonialism, including the transatlantic slave trade, shapes our modern world now including our economic systems, capitalism and climate change and how these are all interconnected. This includes a focus on how Scotland has benefited and contributed to colonialism and must be part of the solutions.

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Learning from Livingstone (secondary resource)

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Learning from Livingstone (secondary resource)

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This resource provides learning activities that take an anti-racist approach in studying the history of David Livingstone.

The activities focus on topics like unpicking bias in historic and contemporary media, the importance of indigenous knowledge on expeditions through Southern and Central Africa, and centring African and marginalised voices in telling this shared history.

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Learning from Livingstone – Signposts for Global Citizenship

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5 lessons to help learners consider the historical context of race and explore how it is socially constructed through genetics and health case-studies including COVID. Learners will examine evidence of structural racism and consider personal and collective actions of allyship.

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A lesson plan, powerpoint, guidance and activities to build a safer and braver space in class before exploring issues around race.

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Saving Whom? White Saviourism and Humanitarian Aid (secondary resource)

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Saving Whom? White Saviourism and Humanitarian Aid (secondary resource)

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A series of lessons to support learners to critically interrogate the historical roots of humanitarianism and foreign aid – key racist ideologies in the 19th century, the civilising mission and the white saviour complex – that continue to shape narratives about Africa, and the Global South more widely, today.

Encouraged to question why these narratives persist and whom they may serve, learners investigate the role of conflict minerals in war-torn regions and discuss how populations can remain poor whilst they live in the most resource rich nations of the globe. Learners further reflect on their personal stake, their ability to act and opportunities to foster positive change.

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Signposts for Global Citizenship Professional Learning calendar 

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Signposts for Global Citizenship Professional Learning calendar 

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The Association of Heads and Deputes in Scotland (AHDS) celebrates the rich diversity within our membership, recognising that varied perspectives and experiences enhance our collective leadership. We are committed to creating an environment where all members feel valued and respected, and where human rights are upheld and differences (both seen and unseen) are recognised as strengths that enrich our educational communities.

As a professional association, we understand that representation and promotion of diversity must go hand-in-hand with meaningful action to tackle structural inequalities, close pay gaps, secure flexible working, and ensure accessible, safe, and fair workplaces. Diversity must be embedded in the structures, not just the optics, of our profession.
Inclusion
AHDS strives to cultivate an inclusive culture where every member, regardless of background, identity, or experience, has the opportunity to contribute and thrive. We actively work to remove barriers, challenge discrimination, and ensure that all voices are heard and valued within our association and the broader educational landscape. We recognise that inclusion must be structurally secured through collective bargaining, rights-based policies, and robust enforcement of equality duties.
Equity
We are dedicated to promoting fairness, justice and equality in all aspects of our work. AHDS recognises that systemic inequalities persist and commits to addressing these through targeted actions, support, and advocacy. We aim to ensure that all members have access to the resources and opportunities necessary to thrive, and that decisions are made with equity at the forefront. In doing so, we align our work with the Equality Act 2010, the Human Rights Act 1998, and Scotland's commitment to the UN Convention on the Rights of the Child, recognising that equity is key to achieving true equality of opportunity.
Identity based statements
Below is a non-exhaustive list reflecting our commitment to upholding equality and human rights frameworks in relation to protected characteristics. As a union, AHDS recognises that ending discrimination requires not just awareness, but economic justice, structural change, and collective power. We will continue to organise, campaign, and bargain to ensure that our workplaces are not only inclusive but also fair, accessible, secure, and equitable for all.

Racism
AHDS is unequivocally committed to combating racism in all its forms and supporting system-wide efforts to deliver a teaching profession and school leadership which reflects the diversity of the communities we serve. We acknowledge the systemic and structural nature of racial injustice and pledge to actively dismantle barriers that marginalise Black, Asian, and Minority Ethnic individuals within education leadership and school communities. Through education, awareness, and decisive action, we promote anti-racist practices that foster equity, dignity, and respect for all.

Misogyny
We stand firmly against misogyny and all forms of gender-based discrimination and violence. AHDS is dedicated to creating safe, respectful, and empowering environments for people of all genders, recognising the unique challenges faced by women and gender minorities. We commit to challenging harmful stereotypes and behaviours, promoting gender equality in leadership roles, and ensuring that policies and practices reflect our zero-tolerance stance on sexism and harassment. Furthermore, AHDS pledges to foster a culture of continuous learning and awareness around gender issues and we support flexible and inclusive working practices.

Disability
The Association recognises disability as a vital dimension of diversity and is committed to upholding and advancing the rights, dignity, autonomy and participation of disabled individuals. We oppose all forms of discrimination, harassment, and victimisation on the grounds of disability. We actively work to remove physical, social, and attitudinal barriers, promoting reasonable adjustments, inclusive design and ensuring equitable access to opportunities, resources, and leadership pathways. AHDS advocates for adaptive policies and support systems that empower disabled members and foster an inclusive culture throughout education leadership.

LGBT+ Inclusion
AHDS is dedicated to affirming and supporting the rights and identities of LGBT+ individuals. We commit to fostering an environment where sexual orientation and gender identity are respected, free from discrimination, harassment, victimisation or prejudice and which recognises of the intersectional experiences of LGBT+ individuals. Our leadership embraces inclusive policies, education, and visible advocacy to create safe affirming and empowering spaces where all members can thrive authentically and contribute fully to our shared mission.

We recognise the unique challenges faced by Trans individuals, including discrimination, misunderstanding, and barriers to participation. AHDS pledges to create a supportive environment that respects gender identity and expression, actively challenges transphobia, and promotes policies and practices that uphold the dignity, safety, and rights of all Trans and non-binary people within our association and the wider educational community.

[This statement will next be reviewed in September 2026.]

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Equality, Diversity and Inclusion - AHDS

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The Association of Heads and Deputes in Scotland (AHDS) celebrates the rich diversity within our membership, recognising that varied perspectives and experiences enhance our collective leadership. We are committed to creating an environment where all members feel valued and respected, and where human rights are upheld and differences (both seen and unseen) are recognised as strengths that enrich our educational communities.

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Updated SLS Manifesto for Education 2026 available now

This School Leaders Scotland Education Manifesto sets out a clear and hopeful vision for Scotland's future, where every child and young person can thrive in an education system that is equitable, ambitious, and effectively resourced. Education is our most powerful lever for equity, social justice, economic growth, democratic participation, and social and civic wellbeing. Delivering high-quality education requires genuine trust in education professionals, appropriate and sustainable funding, and credible, innovative leadership across a connected system that anticipates and serves the diverse and dynamic needs of learners and their communities.

We call for courageous leadership and long-term commitment with a united voice from all parties to build a fairer, more democratic education system, where all learners and educators are valued and supported to flourish.

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This School Leaders Scotland Education Manifesto sets out a clear and hopeful vision for Scotland's future, where every child and young person can thrive in an education system that is equitable, ambitious, and effectively resourced. Education is our most powerful lever for equity, social justice, economic growth, democratic participation, and social and civic wellbeing.

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Time for Inclusive Education (TIE) support

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Time for Inclusive Education (TIE) support

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Skip to content

TIE have been instrumental in our school's implementation of LGBT Inclusive Education and we couldn't be more grateful. They have been there for us, every step of the way; supporting us with resources, books, staff training.

The toolkit has been such a useful resource, guiding us along the way and ensuring that we have always been on the right track with our implementation of the learning themes and our plans. TIE's inputs with our learners are always engaging and exciting, with their CPD staff inputs always incredible, refreshing and highly valuable. We are now confident that our learners are experiencing a good balance of windows and mirrors throughout their education here and that our LGBT learners and allies feel supported, included and safe here. We would not be where we are today without the team at TIE and their ongoing support."

Ainsley Primary teacher, Glasgow

Stage 1 E-Learning module

Stage 1 of 'Delivering LGBT Inclusive Education' is available on the lgbteducation.scot platform. It consists of an E-Learning module which can be completed by teachers individually in approximately 60 to 90 minutes.

Stage 1 covers the National Framework for LGBT Inclusive Education in Scotland. It provides the principles behind this area of work, including its place within current educational policy and national guidance. It also:

introduces the LGBT Inclusive Education Learning Themes

covers Child Protection and Safeguarding

advises where this work can sit within Scotland's Curriculum

Stage 2 Curriculum Development input

The Stage 2 Curriculum Development input is an in-person training that requires the attendance of all teaching staff. It takes two hours to complete. All staff attending Stage 2 should have completed the Stage 1 E-Learning module prior to the date of the Stage 2 input.

Stage 2 covers the practical elements of LGBT Inclusive Education, particularly teaching and learning. Teachers will work together to begin planning an LGBT inclusive curriculum that is tailored to their school setting. Stage 2 also offers:

why LGBT Inclusive Education is important for learners

scenarios and discussions on how to create an LGBT inclusive school environment

examples of resources that can be useful in the classroom

cross-curricular planning time to begin incorporating the LGBT Inclusive Education Learning Themes into the school's curriculum

Before booking Stage 2, please read our Booking FAQs.

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Relationships and behaviour: National policy guidance

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Relationships and behaviour: National policy guidance

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The Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) coordinates the development of policy and guidance in this area within the wider policy context of Getting it Right for Every Child (GIRFEC), the Early Years Framework, Children’s Rights, and the Building Safer Communities programme.

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Relationships and behaviour: National policy guidance

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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The Youth Voice Toolkit aims to support a genuine approach to youth voice and consultation activities across schools and communities. The toolkit contains implementation guidance, the Empowering Youth Voice Resource Pack and support materials for practitioners and leaders. It has been developed by Education Scotland CLD officers and informed by local and regional models across the country. The toolkit can be used within individual school and community settings, and can also be used to develop a broader approach to youth voice across organisations and local authorities.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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This guide supports the development of an equalities policy. It ensures that learner participation is central to the process. This aligns with the United Nations Convention on the Rights of the Child (UNCRC).

The roadmap outlines the different stages of developing policy. It includes case studies, resources and links to support the process. The roadmap is circular to capture the cyclical and ongoing nature of equalities work, policy review and development.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Promoting Anti-Racist Education in Scotland

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Scotland’s Anti-Racism in Education Commitment

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How is race defined in law? In the Equality Act (2010), race can mean colour or nationality. It can also mean ethnic or national origins, which may not be the same as current nationality. What do p…

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Facilitated by Education Scotland, the Anti-Racist Clubs Network is for educators interested in finding support to set up and/or run an anti-racist club for pupils/staff/parents in their schools and learning establishments.

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Guidance on the use of racial slurs in education

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Guidance on the use of racial slurs in education

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Promoting Race Equality and Anti-racist Education

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As educators, we try our best to make the classroom a safe space where everyone feels comfortable enough to explore sensitive topics without experiencing harm. Uncomfortable discussions are often valuable learning opportunities that every pupil can benefit from. For example, in PSHE, teachers or external organisations leading workshops often set ground rules to create a safe space and create an exceptional opportunity for pupils to write down or discuss slurs they may have heard to unpack the problematic use of that language, understand its history and the harm it can cause harm outside the classroom. Understandably, it is difficult to teach why certain words are unacceptable unless pupils know which words are being referred to. In these instances, I will assume that the educator has the best of intentions if they verbalise the N-word in a classroom. However, best intentions should be considered alongside the impact of decisions made in the classroom.

The 'safe space' paradox

Despite our best attempts at creating 'safe spaces' in a classroom, there is often no such thing for marginalised pupils (e.g. pupils who regularly experience racism, homophobia and ableism at school). When we try to create a safe space, it risks prioritising the comfort of majority ethnic, heterosexual and able-bodied pupils, or simply those who are brave enough to voice their discomfort when offensive language is discussed in an educational context. That is why some inclusive organisations are opting for the term 'brave spaces' instead, by recognising that spaces such as a classroom cannot be completely neutral and immune to the complex social power dynamics that exist in wider society.

Minimising Harm

As a rule of thumb, if a person from a marginalised group tells you that is not OK to say a certain word, even in educational contexts, then don't use it. If you punch one person and it doesn't hurt, then you punch a second person who says it hurts, do you keep punching them just because the first person wasn't in pain? Even if the majority (or most vocal) of a marginalised group say it's OK and a minority find it harmful, then we should stop verbalising the word as part of our quest to minimise harm.

To be able to do that, teachers need to be sensitive to the various social identities (both visible and invisible) in a classroom and the power dynamics happening within. This also requires aware of one's positionality (i.e. the social identities a teacher possesses, such as a white cis-gendered, able-bodied woman). Simply having the role of a teacher, which is a traditional figure of authority, creates an imbalance of power. This means, a teacher (especially a white teacher) may not appear as approachable for a young person of colour who is struggling to voice their discomfort around the use of racial slurs, especially in front of a classroom full of peers.

Why Teachers Shouldn't Say the N-Word

As mentioned above, even if it was just a small minority of Black people who had a problem with teachers using the N-word in the classroom, that would not give teachers a free pass to use it. It should go without saying that Black people do not form one homogenous group. Either way, looking at the 18,600 complaints received by the BBC after the N-word was said in full as part of a report on racist hate crime, there should be no doubt that the teachers should not be using it even if the context seems right.

Some like to point out that Black rappers use the N-words in their songs as if that means non-Black people can use it as well. The positionality of the person saying the word is important because we are social beings navigating complex social dynamics. The N-word was used historically to dehumanise Black people, to justify their murder at the hands of the non-Black people, and like some women re-appropriating the B-word, some Black people have chosen to re-appropriate the word as a form of resistance. However, for many, anti-Blackness is far too real and harmful for the violence of the word to be erased. Even in a classroom context where a teacher may be reading out the words from a book about Black empowerment. The murder of George Floyd at the hands of a white American policeman and the death of Sheku Bayoh in the custody of several white Scottish police officers in Kirkcaldy remind us that anti-Blackness is still a lived experience that many Black pupils may be experiencing in schools, both globally and in Scotland.

So even if the teacher has the best intentions, the potential impact on a pupil's health and wellbeing should outweigh all the alleged educational value of saying the word out loud. Saying 'N-word' or having it in writing in historical documents, art or literature (ideally created by Black people) are more sensible options that can help safeguard the wellbeing of pupils. If there is no Black pupil in that particular classroom, non-Black pupils may equally be sensitive to the recent violence that was so publicly shared with the resurgence of the Black Lives Matter movement. At the end of the day, teachers should be modelling what they expect from their pupils and saying the N-word in full is not a behaviour we should be encouraging.

Racial trauma

Some may say that we spend too much time sanitising language, we are not preparing pupils to face the harsh realities of the world and we are reducing resilience. There may be complaints about 'PC-gone-too-far' and 'cancel culture.' But those tend to be the voices of people who don't feel the pain of the punch.

Pupils will be exposed to anti-Blackness in the 'outside' world. They will see it on social media, written in texts and in graffiti on the streets. How can we say we are molly-coddling pupils, if those same pupils are dealing with hate speech on social media and in school on a regular basis? If we truly want to give them opportunities to become more resilient, then we need to create spaces where they can feel safer and heal from the racism they will face, or are already facing today.

What teachers need to consider is the racial trauma that can occur in their classrooms, despite their best efforts at creating a 'safe' space in a contextualised, educational environment. Racial trauma refers to the impact that racism has on a person's health and wellbeing. What makes racial trauma so distinctive for Black people and people of colour, is that it is:

ongoing and cumulative (experiences of racism can occur over and over again, happening across one's life for many people),

subjective (not everyone will react or feel the same way about racially-violent content)

collective (an incident of racial violence in one location can have repercussions on the mental health of people across the globe, such as the murder of George Floyd affecting the mental health Black people around the world)

historical (racial violence from the past is still emotionally distressing for the descendants of colonised and racialised people today)

With racial trauma in mind, every teacher should consider how the content of their lessons could be harming the health and wellbeing of the pupils they teach. Consider the use of trigger warnings before exposing pupils to racially-violent content. As much as possible, have conversations with pupils (collectively and individually) about what would make them feel more comfortable when learning about racially-sensitive topics. Even if there are no visible ethnic minorities present, teachers should be modelling behaviour which safeguards the mental health of those who experience racism on a regular basis.
Useful references: Stop using the N word | gal-dem Racism - the Threat to our Mental Health (theantiracisteducator.com) Racial Trauma, Black History and Black Joy (The Anti-Racist Educator Podcast) Mental Health Services for Black and PoC Youth (The Anti-Racist Educator Podcast) 'Living While Black' is the book getting real about racial trauma | gal-dem

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Guidance on racial slurs in the classroom

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Guidance on racial slurs in the classroom Making the classroom a 'safe space' for learning As educators, we try our best to make the classroom a safe space where everyone feels comfortable enough t...

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BRL Young Anti-Racist Voices of Scotland Anthology

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BRL Young Anti-Racist Voices of Scotland Anthology

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Curated by the BRL team and created by children and young people in Scotland, this anthology can be used as a curricular resource and as a professional learning resource.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Curriculum withdrawal requests and RSHP guidance clarification

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Curriculum withdrawal requests and RSHP guidance clarification

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The updated RSHP guidance means that "Withdrawal applies only to specific sexual health elements of RSHP – not to wider learning about relationships, equality, or prejudice-based bullying."

What does the RSHP guidance update mean? - Time for Inclusive Education

The following Information for Parents on LGBT inclusive education may be helpful too: LGBT inclusive education information for families | Curriculum in Scotland | Parentzone Scotland | Education Scotland

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What does the RSHP guidance update mean?

The Scottish Government has published updated statutory Guidance on the Delivery of Relationships, Sexual Health and Parenthood (RSHP) Education in Scottish Schools.

In this explainer, we outline what the updated guidance says and explore what it means in practice for schools and education settings.

The guidance was published in February 2026 and is available in full here.

It has been issued under the Standards in Scotland's Schools etc. Act 2000 and sets out clear expectations for all schools and education settings in Scotland. Local authorities and the schools they manage must have regard to it in carrying out their statutory duties.

RSHP update - key takeaways

This explainer will provide fuller details regarding the guidance update. At a glance, the summaries are:

The guidance is statutory and applies to all local authority maintained schools and education settings in Scotland

It strengthens expectations around learning on consent, online harms, gender-based violence, and LGBT inclusion

It introduces new Thematic Outcomes, including a specific outcome on LGBT Inclusive Education

Parents and carers should be engaged and informed to support learning at home

Withdrawal applies only to specific sexual health elements of RSHP - not to wider learning about relationships, equality, or prejudice-based bullying

The purpose of RSHP is prevention and child protection

Why has the guidance been updated?

The update follows a series of policy developments and social changes since the previous guidance was published in 2014, including:

A national review of Personal and Social Education (PSE), launched in 2017 by the Scottish Government, which identified the need to strengthen learning in Health and Wellbeing and improve consistency across schools.

A recommendation from this review that RSHP guidance be updated to ensure consent education is age and stage appropriate and reflects the real issues children and young people face, particularly in online environments.

Recommendations from the multi-stakeholder working group tasked with identifying educational responses to homophobic bullying in 2018, which called for RSHP guidance to be updated to better address homophobic bullying, reflect diverse families and relationships, include LGBT themes, and adopt an outcomes-based approach.

Significant changes in young people's lives and experiences since 2014, particularly an increased use of digital technologies and social media, and emerging and evolving online harms associated with this, including early exposure to pornography, sexual harassment and extortion, image-based abuse, grooming, and the growing risks associated with artificial intelligence.

Changes in sexual health and wellbeing trends across Scotland, including increases in sexually transmitted infections among young people and rising demand for support following sexual violence.

Feedback from children and young people, gathered through public consultation and engagement work led by Young Scot and the Scottish Youth Parliament, which directly informed the updated guidance.

Children and young people increasingly encounter information about relationships online, where content may be misleading, harmful, extreme, or unregulated. The updated statutory guidance is intended to ensure schools can provide trusted, preventative learning that supports children and young people to understand healthy relationships, recognise unsafe or abusive behaviour, and know where to seek support.

The role of RSHP education

RSHP education has a central role in child protection and safeguarding. Through creating opportunities for age and stage appropriate learning about relationships, boundaries, consent, and respect, it helps learners develop the confidence to talk about concerns, disclose harm when it occurs, and seek support from trusted adults.

This preventative approach supports child protection practices in schools and education settings, and contributes to the identification and reduction of abuse, bullying, and other harmful behaviour within and beyond schools and education settings.

New 'Thematic Outcomes' for all schools

The updated guidance is structured around a whole-school approach and is organised using a set of new Thematic Outcomes. These complement and update broader, well-established RSHP learning.

Rather than prescribing individual lessons or resources, the updated guidance sets out what children and young people should experience through learning over time, allowing teachers to use professional judgement to plan learning appropriate to their context and learners.

The new Thematic Outcomes cover areas including:

Consent and healthy relationships

Gender equality and the prevention of gender-based violence

Faith and belief

LGBT Inclusive Education

They apply to all schools and education settings and should be included across the curriculum, rather than delivered in isolation.

Involving parents and carers

The updated guidance places an emphasis on working in partnership with parents and carers in the delivery of RSHP education, while also upholding children's rights. Children and young people have a right to learn about relationships, wellbeing and safety, and to have their views taken into account in decisions that affect them, in line with the UN Convention on the Rights of the Child (UNCRC).

Parents and carers remain a child's primary educators, and schools are expected to engage openly with them about RSHP education. This includes sharing information about curriculum content and planned learning to support conversations at home.

Where concerns arise, the guidance is clear that schools should respond through respectful and non-judgemental dialogue, focusing on the purpose of RSHP education, the child or young person's best interests, and child protection responsibilities.

Parents and carers may request withdrawal only from the sexual health elements of RSHP learning. Withdrawal does not apply to wider learning about relationships, respect, equality, human rights or prejudice-based bullying.

For example, withdrawal would not apply to learning about friendships, diverse families, marriage or civil partnership, or tackling homophobia, misogyny, or racism. It may be accommodated for specific planned sexual health content, such as learning about reproduction or sexual intercourse. Schools are expected to ensure that any decisions relating to withdrawal are informed and proportionate.

Schools have legal duties under the Equality Act 2010 and a responsibility to deliver a curriculum that reflects society and prepares young people for life in modern Scotland. Learning about different families, cultures, religions, and protected characteristics is part of delivering a factual education for all learners.

Allowing withdrawal from such learning would undermine schools' responsibilities and obligations to prevent discrimination, address prejudice-based bullying, foster good relations, include all learners and families, and develop curriculum content using teacher professional knowledge and expertise. For these reasons, withdrawal applies only to specific sexual health content and not to wider curriculum learning.

What does the guidance mean for LGBT Inclusive Education?

LGBT Inclusive Education is a distinct national policy commitment within Scottish education, and has its own national guidance to support schools and education settings. It has been developed to address and prevent prejudice-based bullying, which is still common in schools.

The updated RSHP guidance complements this. It sets out a specific Thematic Outcome (p. 18) which states that children and young people should learn in an environment where LGBT people, families, and experiences are recognised and included in the curriculum.

The statutory guidance is clear that LGBT Inclusive Education is not optional and is not limited to one-time lessons or awareness days. For schools, this means that LGBT-related learning content should be included within regular learning and teaching from the Broad General Education through to the Senior Phase.

Learning should be factual, relevant and suitable for the age and stage of learners, and integrated across curriculum areas rather than treated as a stand-alone topic. Schools are expected to use professional judgement to plan learning that reflects their learners and local context.

More broadly, both the updated RSHP guidance and the Guidance on LGBT Inclusive Education set out that learning should be relevant to each curriculum and subject area. LGBT Inclusive Education is therefore not confined to RSHP lessons alone.

Some elements will naturally sit within RSHP, such as learning about homophobic bullying, healthy relationships, and respect for others. Other learning will take place more widely across the curriculum. For example, learners might explore the life and work of Alan Turing in Social Studies while studying World War II, or use codebreaking as a stimulus in Mathematics to develop an understanding of number patterns and sequences.

This cross-curricular approach means that inclusion is part of everyday learning and relevant to the curriculum context, rather than treated as a separate or exceptional topic.

A note on disinformation

RSHP education (and broader anti-prejudice education) is sometimes the subject of disinformation or sensationalism, particularly on social media.

At times, political groups and online actors have presented this learning as controversial or have implied hidden agendas, using emotive language designed to provoke concern or outrage. Such assertions misunderstand both the purpose and the content of RSHP education.

RSHP education is not delivered in isolation - it sits within a broader child protection and rights-based education framework. Learning content is planned in alignment with statutory guidance to ensure it is age-appropriate and factual, with progression learning as children and young people mature, supporting their safety and wellbeing.

The purpose is to equip learners with the knowledge and understanding that they need to stay safe, recognise abuse or harm, establish healthy and respectful relationships, and seek support or disclose harm when they need to.

RSHP education contributes to the identification and prevention of child abuse, violence, sexual exploitation and grooming, bullying, and other harmful behaviour. This helps to ensure that children and young people are informed and protected as they grow up in a complex and changing world.

It is important to consider the wider context in which children and young people are growing up today.

Ofcom research has shown that children in the UK are provided with access to the internet from an early age, with many having a smartphone at primary school, and some children as young as three accessing the internet within the home. By the end of primary school, the majority of children are online independently.

Children and young people often encounter information about relationships, sexuality and sexual health, and identity online before they encounter it in school. Online content is not always accurate or appropriate, and can include unsafe advice, harmful stereotypes, pornography, misogynistic, racist or homophobic content, or material that normalises abusive or dangerous behaviour.
Providing clear and accurate information within a structured learning environment is a safeguarding measure.
Schools deliver this learning with care and professionalism, with curriculum content shaped by national guidance and professional standards. Parents and carers should be engaged in RSHP education through clear communication about what is being taught and why, to support conversations at home.

A range of established child protection charities in Scotland and across the UK have consistently supported high quality and evidence-based relationships, sexual health and wellbeing education as a critical prevention tool that helps keep children and young people safe.

For further information, we recommend visiting the NSPCC's Learning portal, which provides information about the purpose of RSHP education. Example curriculum materials that schools can engage with are also publicly available via the rshp.scot portal.

Further Information

We recommend that schools and education authorities engage with the revised guidance in full, available here, to identify whether the new Thematic Outcomes are currently included in curriculum content or need to be updated.

Teachers and school staff can access additional information about LGBT Inclusive Education in Scotland through the Scottish Government's guidance and the national professional learning course. This course includes curriculum-making tools and considerations for effective practice.

For considerations regarding online harms and critical media literacy, teachers and school staff can participate in our Digital Discourse Initiative professional learning.

Parents and carers seeking further information can access additional resources via Parentzone Scotland or by contacting their child's school.

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What does the RSHP guidance update mean?

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The Scottish Government has published updated statutory Guidance on the Delivery of Relationships, Sexual Health and Parenthood (RSHP) Education in Scottish Schools.

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Slides will be available to support accessibility on Monday 9th March.

If you require an editable version of the slides for accessibility reasons, please email edsBRL@educationscotland.gov.scot

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Menti responses from Dundee conference - one action to take forward

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Menti responses from Dundee conference - one action to take forward

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Racial Inequality in Scotland: State of the Nation (CRER, November 2025)

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Racial Inequality in Scotland: State of the Nation (CRER, November 2025)

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Pages 125 - 127 provide an explanation and analysis of community cohesion in Scotland.

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NASUWT Anti-Racism and Decolonising the Curriculum

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NASUWT Anti-Racism and Decolonising the Curriculum

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A framework to support action

Resources disclaimer
Background
The NASUWT's position on anti-racism and decolonising the curriculum
Principles guiding the NASUWT's approach to decolonising the curriculum
Colonisation and decolonising
Decolonising the curriculum: what and how
A whole-school approach to anti-racism and decolonising the curriculum

Background

In April 2021, the NASUWT's national conference passed a resolution calling on the Union's National Executive to take action to decolonise the curriculum. This included four broad actions:

1. work with campaigners to press for inclusive curriculum frameworks and entitlements;

2. publish materials and resources on decolonising the curriculum;

3. lobby governments and administrations to secure inclusive curricular entitlements; and

4. engage with teacher training providers to embed anti-racist teaching.

This framework [1] forms part of our response to that resolution and has been developed to support teachers and school leaders to decolonise the curriculum as part of anti-racist practice in their schools. It also aims to be a useful tool for NASUWT activists campaigning and bargaining for action on decolonising the curriculum and anti-racist practice. Further, it is intended to support activists to engage with all members and improve representation through our structures.

The framework is a web-based resource that includes links to resources which may help teachers and leaders take action to decolonise the curriculum as part of an anti-racist approach. We plan to add to these resources as the work is taken forward.

The NASUWT's position on anti-racism and decolonising the curriculum

We are committed to anti-racism and to challenging the hostile racist environment that NASUWT members face. Decolonising the curriculum forms part of that work.

We recognise that both the formal and informal curriculum contribute to what is taught and learned about identities, culture, racism, prejudice and hatred, rights and respect, and equality of opportunity. The formal and the informal curriculum have vital roles to play in creating inclusive schools and society.

The experiences of Black[2] learners and Black teachers and leaders cannot be treated in isolation from wider school organisation and the curriculum. The curriculum, along with school policies, procedures and practices, have critical roles to play in tackling and preventing discrimination and segregation, advancing equality and fostering good relations between learners and staff with different protected characteristics.

We recognise that the injustices of today have their roots in the injustices of the past, and decisions and actions taken today have implications for justice and injustice. We believe that action to decolonise the curriculum must start with creating the conditions for a decolonised anti-racist education to exist and flourish.

Principles guiding the NASUWT's approach to decolonising the curriculum

Our commitment to decolonising the curriculum is underpinned by 'six R's':

Colonisation and decolonising

Colonisation describes the ongoing process where one group of people takes control of another group of people. Decolonising:

recognises that colonialism, imperialism and racism have impacted on and shaped political, economic and social structures and institutions in the UK and that curricula reflect and reinforce this colonial, imperial and racist past;

interrogates assumed knowledge, language, attitudes, behaviours and practices and seeks to broaden perspectives. This includes incorporating the views, perspectives and experiences of those who are, or have been, marginalised or oppressed;

involves supporting learners to think critically about evidence, equality, rights and justice and to challenge discrimination, disadvantage and injustice; and

requires action to ensure that the school environment values and empowers all learners and staff and does not disadvantage or exclude some groups.

Decolonising the curriculum: what and how

In simple terms, decolonising the curriculum is a process that involves addressing two key questions:

What should be taught? This includes curriculum content and sources of knowledge.

How should the curriculum be taught? This includes consideration of how content and knowledge are critiqued, as well as wider considerations about pedagogy.

Decolonising the curriculum involves looking at representation and language across the whole curriculum. It also involves helping learners understand and engage with issues of representation, linguistic diversity, rights, power, equality, inclusion and justice.

The following questions are intended to help teachers and leaders reflect on the current curriculum and the changes they need to make. It is important to recognise that decolonising is an ongoing process. Therefore, teachers and leaders may find it useful to return to these questions periodically.

1. What steps can you take to include the knowledge, ideas, experiences and perspectives of disadvantaged and marginalised people and communities?

2. What further steps can you take to support learners to think critically about evidence, representation, language and linguistic diversity, equality and power relationships and to take action to challenge discrimination and injustice?

A whole-school approach to anti-racism and decolonising the curriculum

Action to decolonise the curriculum should form part of a whole-school approach to tackling racism, discrimination and injustice. This includes recognising the intersectional nature of colonisation, discrimination and oppression.

The following questions are intended to help leaders, teachers and NASUWT Representatives reflect on whether the school provides the environment for anti-racist and anti-discriminatory education and decolonising the curriculum to flourish.

Leadership of the curriculum

What are the barriers to teaching a curriculum that is representative of different knowledge and perspectives, which values linguistic diversity, equips learners to think critically and enables them to take action to challenge, discrimination and injustice, and how can they be overcome?

What action should be taken to strengthen representation and the teaching of equality, rights, justice and inclusion across the curriculum?

Staff development and support

Culture, ethos and engagement

Evaluating impact

How do the results of evaluations inform plans and decisions about the content of the curriculum, how the curriculum is taught, staff development and support, the involvement of Black teachers, learners and communities, and the leadership and management of equality, diversity and inclusion?

What steps should be taken to strengthen the school's work to challenge discrimination and injustice, improve representation, and secure equality and inclusion?

Footnotes
[1] Resources disclaimer: We have identified a number of resources that may be useful to teachers, school leaders and NASUWT activists undertaking work to establish and implement anti-racist practice and decolonise the curriculum. However, we are not endorsing the resources and the views expressed in the resources are those of the individuals or organisations and may not reflect NASUWT policies.

The resources that we have included provide information and evidence about the experiences and issues affecting Black teachers and learners. Some of the resources are intended to support teachers and leaders to reflect on their practice and to provide prompts and ideas for possible action.

We plan to add to the resources over time. If you have identified any resources that you think other teachers, leaders and activists will find useful, then please let us know by emailing the NASUWT.

[2] The NASUWT uses the term Black in a political and inclusive sense to describe those who self-identify as African, Caribbean and Asian and those with a common and direct history of racism, racist oppression and diminished opportunities in today's society.

Your feedback

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Anti-racism and Decolonising the Curriculum

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Children and Human Rights for Anti-Racist Education

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Children and Human Rights for Anti-Racist Education

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Human Rights for Anti-Racism in Education — CRER

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This handout by TIE and ISD includes strategies to counter online hate. It explains how to access the Digital Discourse Initiative professional learning and an overview of the course content, including information about:

how children are using social media

online disinformation

prejudicial conspiracy narratives

online hate, extremism and radicalisation

case analysis of the "manosphere" and far-right extremism

counter-speech & strategic dialogue

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Building Racial Literacy - future applications

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Building Racial Literacy - future applications

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Find out when applications open for Education Scotland programmes such as Building Racial Literacy by filling in this form: Education Scotland Professional Learning and Leadership Community 25-26

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The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

We welcome educators at different stages of their anti-racist learning.

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applications for Cohorts 5 and 6 are now closed for 2024/2025. You can sign up for notifications about future cohorts using this MS Form.

If you have any questions about this programme and the application process, please see our frequently asked questions document or contact us

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

The programme runs for five months.

The programme runs for approximately five months. The provisional dates for Cohorts 5 and 6 are below. These are possibly subject to changes.

Cohort 5

Welcome Webinar: Thursday 29 th August 4-5 pm

Induction Part 1: Friday 6 th September 2-5pm

Induction Part 2: Tuesday 17 th September 2-5 pm

Webinar 1: Tuesday 29 th October 4-5:30 pm

Webinar 2: Thursday 21 st November 4-5:30 pm

Webinar 3: Thursday 12 th December 4-5:30 pm

Sharing the Learning Summit: Friday 24 th January 9-4pm

Cohort 6

Welcome Webinar: Tuesday 19 th November 4-5pm

Induction Part 1: Friday 6 th December 2-5pm

Induction Part 2: Tuesday 17 th December 2-5pm

Webinar 1: Wednesday 15 th January 4-5:30 pm

Webinar 2: Tuesday 4 th February 4-5:30 pm

Webinar 3: Thursday 27 th February 4-5:30 pm

Sharing the Learning Summit: Friday 21 st March 9-4pm

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

We welcome educators at different stages of their anti-racist learning.

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applications for Cohorts 5 and 6 are now closed for 2024/2025. You can sign up for notifications about future cohorts using this MS Form.

If you have any questions about this programme and the application process, please see our frequently asked questions document or contact us

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

The programme runs for five months.

The programme runs for approximately five months. The provisional dates for Cohorts 5 and 6 are below. These are possibly subject to changes.

Cohort 5

Welcome Webinar: Thursday 29 th August 4-5 pm

Induction Part 1: Friday 6 th September 2-5pm

Induction Part 2: Tuesday 17 th September 2-5 pm

Webinar 1: Tuesday 29 th October 4-5:30 pm

Webinar 2: Thursday 21 st November 4-5:30 pm

Webinar 3: Thursday 12 th December 4-5:30 pm

Sharing the Learning Summit: Friday 24 th January 9-4pm

Cohort 6

Welcome Webinar: Tuesday 19 th November 4-5pm

Induction Part 1: Friday 6 th December 2-5pm

Induction Part 2: Tuesday 17 th December 2-5pm

Webinar 1: Wednesday 15 th January 4-5:30 pm

Webinar 2: Tuesday 4 th February 4-5:30 pm

Webinar 3: Thursday 27 th February 4-5:30 pm

Sharing the Learning Summit: Friday 21 st March 9-4pm

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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CRER Anti-Racist Curriculum Development Guide

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CRER Anti-Racist Curriculum Development Guide

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Introduction to Anti-Racist Curriculum Development is a guide for teachers, aimed at supporting better practice in Scotland's schools.

All teachers in Scotland should feel confident in building a curriculum that meets the needs of a diverse range of learners and improves relationships between children and young people. This can feel like a challenge when divisive influences, bias and stereotypes are present in our society. Anti-racist approaches can help to mitigate against these influences, creating a better environment for learning.

The guide outlines why anti-racist approaches are important in curriculum development, and explores the barriers that have hampered race equality in education. It then goes on to explore three key components for developing anti-racist approaches to curriculum development:

* Decolonising the curriculum
* Building intercultural competence
* Reducing racism, prejudice and discrimination

It also includes a self-reflection template to help teachers to consider their work from an anti-racist perspective. A customisable Word version of the template can be downloaded .

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Anti-racist curriculum development - CRER

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Introduction to Anti-Racist Curriculum Development is a guide for teachers, aimed at supporting better practice in Scotland's schools. All teachers in Scotland should feel confident in building a curriculum that meets the needs of a diverse range of learners and improves relationships between children and young people.

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Menti responses from Glasgow conference - one action to take forward

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Menti responses from Glasgow conference - one action to take forward

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Created in partnership with the Anti-Racist Educator and updated in 2025, this guide provides links to a wide range of resources for any teacher wishing to become a more skilled and confident anti-racist educator. Suggestions of videos, podcasts, blog posts and teaching resources are included to help teachers understand more about racism, privilege and decolonising the curriculum.

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Seeds for Change - Early Learning and Childcare professional learning resource 

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Seeds for Change - Early Learning and Childcare professional learning resource 

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This resource provides practical guidance, suggestions and case studies from around Scotland to encourage global citizenship education through a child-centred, play-based approach.

The resource aims to provide inspiration and support for practitioners and children to explore and celebrate our diverse world with curiosity, empathy and respect. It includes the cross-cutting themes of anti-racist education, gender and nature connection and ideas for topics.

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# data[].attributes.headline
Preventing Hate Crime & Prejudice-Based Behaviours (Professional Learning Resource)

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Preventing Hate Crime & Prejudice-Based Behaviours (Professional Learning Resource)

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The aim of these resources is to help:

•Raise awareness of prejudice-based behaviours and hate crime in education settings.

•Increase confidence in identifying early signs of prejudice-based behaviours and hate crime.

•Develop an understanding of what to do when prejudice-based behaviours and hate crime occur, including how to report them and support those affected.

This set of resources includes slides, facilitation notes and an information note summarising the content from the slides. They can be used on their own as self-directed learning, as part of a group or team, or to facilitate training as a bigger group.

Skilled level | Inclusion, wellbeing and equalities framework | Leading professional learning | Professional Learning | Education Scotland

Under the “Rights and Equalities” Tab.

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The Skilled level of the Inclusion Wellbeing and Equalities Professional learning framework provides more depth and detail. It aims to further extend educator's understanding and skills and to enhance upper universal and some targeted approaches required for some children and young people.

This level is not intended to reflect someone's seniority but the nature of the role they hold in relation to their responsibilities and the level of support provided to children and young people.

The activities and resources in this section have been designed to support educators' knowledge and practice.

In each of the four themes there are a range of activities and resources, in a variety of formats to select from.

How to use the Skilled level of the framework

Depending on your context and setting, there are different ways the framework could be used, for example:

1. Facilitated Professional Learning

2. Collaborative Professional Learning

3. Self-Directed Professional Learning

The resources within the framework can also be used with a combination of the above approaches.

For example:

teams may focus on one of the four themes, use development time to access activities and resources and then discuss at an in-service day or collegiate session

individuals and teams can use the activities and resources in this level to ensure a consistent understanding of supporting the strengths and needs of all children and young people which is relevant to their context

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.headline
Inclusion, wellbeing and equalities framework

# data[].attributes.subject
Inclusion, wellbeing and equalities framework

# data[].attributes.body
The Inclusion, Wellbeing and Equalities Professional Learning Framework supports anyone working with children and young people in an educational context. It can also support those who work with adult learners, parents, carers, families and in community learning contexts.

This professional learning framework:

simplifies the professional learning landscape for inclusion, wellbeing and equalities

supports capacity building and a common understanding, language and skills for all educators

provides up to date information which can be adapted to suit the local context

support individual educators to plan their own professional learning

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Inclusion, wellbeing and equalities framework

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.headline
Mirrors & Windows professional learning resource (Education Scotland)

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Mirrors & Windows professional learning resource (Education Scotland)

# data[].attributes.body
The aim of these resources is to help you:

•Consider the importance of embedding diversity and equalities in the curriculum.

•Explore a practical and simple approach – Mirrors and Windows – to embedding equalities in the curriculum.

This set of resources includes slides, facilitation notes and an information note summarising the content from the slides. They can be used on their own as self-directed learning, as part of a group or team, or to facilitate training as a bigger group.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

# data[].attributes.body
For all educators who want to make a start at understanding what anti-racism is and how we as teachers and pupils, allies and individuals with lived experience of racism can start our anti-racist journey, as individuals, communities and wider society.

# data[].attributes.attachment_link.description
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