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What evidence can you use to convince funders to support prejudice reduction interventions in schools?

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https://www.theguardian.com/society/2019/oct/15/hate-crimes-double-england-wales

If racial attacks are increasing in England and Wales, it Is imperative to tackle prejudice attitudes early on (at childhood). This will prevent the normalisation of prejudice attitudes and can prevent attacks in adulthood.

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What would your ideal prejudice-reduction intervention look like?

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Both an indirect and direct intervention.
Indirect -  have some form of vicarious contact. Children read stories about cross-group friendships to make them 'contact ready'.
Direct - then introduce the idea of forming their own cross-group friendships. As children have been introduced to the indirect intervention first - the direct should be easier.

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Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes. Jeffrey Mitchell (2018) https://doi.org/10.1080/01419870.2018.1493209 The article analyses how the classroom context contributes to attitude change in adolescence. Finding show that over time individuals anti-immigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment. The article highlights the crucial importance of classroom context on attitude development in adolescence. 

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Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes. Jeffrey Mitchell (2018) https://doi.org/10.1080/01419870.2018.1493209 The article analyses how the classroom context contributes to attitude change in adolescence. Finding show that over time individuals anti-immigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment. The article highlights the crucial importance of classroom context on attitude development in adolescence. 

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Education and ethnic prejudice in Europe: Explanations for cross-national variances in the educational effect on ethnic prejudice.- Hello et al., (2002)

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Education and ethnic prejudice in Europe: Explanations for cross-national variances in the educational effect on ethnic prejudice.- Hello et al., (2002)

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DOI: http://dx.doi.org.chain.kent.ac.uk/10.1080/00313830120115589

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Our programme brings together two classes from demographically diverse schools in a year long programme within a local area.

There are currently 28 schools linking programmes in the network based in Birmingham, Blackburn, Bolton, Bradford, Buckinghamshire, Burnley, Bury, Calderdale, Derby, Kent, Kirklees, Leeds, Leicester, London, Luton, Manchester, Newcastle, Nottinghamshire, Oldham, Pendle, Peterborough, Rochdale, Rotherham, Sheffield, Stockport, Tower Hamlets, Walsall, Waltham Forest.

We work with all kinds of schools including primary and secondary schools, special schools ranging from local authority,, community independent, free schools and academies. Links are formed with non -denominational and all kinds of faith schools.

This year, across the 28 programmes, over 1,063 classes and over 30,000 children and young people are linking this academic year. In each local area connected in our network there is a local facilitator and if you are interested in finding a link please contact us or Contact your nearest local programme to express interest.

While schools are closed due to Covid19 connecting pupils with the wider community still important work and we are providing HomeLearning resources to support teachers, pupils and families at this time

Headteachers express interest in joining a local linking project and linking with anther school and contact a linking facilitator in their local area.

The local facilitator brokers a link with another school in discussion with both headteachers about their priorities.

Headteacher signs an agreement to release teachers for 2 training sessions, pay for transport to enable a neutral venue visit and a visit to the other school and to host a visit in their own school and very importantly enable curriculum time for the classes to exchange work.

Teachers attend training for a full day in September or October. If they have linked before this reduces to half a day.

Classes exchange photographs, names and identity work linked to the PSHCE, Citizenship and English Curriculum.

The two classes meet for the first time, preferably at a neutral venue linked to wide ranging aspects of curriculum such as Drama, Outdoor Sports, Speaking & Listening, Geography, RE. The facilitators at the venue understand the programme and facilitate collaborative activities that support pupils to enjoy working alongside one another as they meet for the first time.

Further work is exchanged between the classes including curiosity questions which deepens the contact. Digital linking opportunities develop the IT curriculum and increase the children's sense of understanding and connection with the partner class. Parents are drawn into the programme wherever possible.

Teachers meet for half a day training in January/February to plan spring/summer visits to the two schools.

Further exchange and class visits take place

A celebration event may be planned and a final exchange and goodbye.

During the Covid19 crisis schools linking will continue the relationship between linking schools with a continued emphasis on virtual connection to explore identity, diversity, equality and community.

Local Linking programmes in Bolton, Birmingham, Blackburn with Darwen, Bradford, Buckinghamshire, Burnley, Bury, Calderdale, Derby, Kent, Kirklees, Leeds, Leicester, London, Luton, Manchester, Newcastle, Nottingham, Oldham, Pendle, Peterborough, Rochdale, Rotherham, Sheffield, Stockport, Tower Hamlets, Walsall and Waltham Forest are all recruiting schools.

Please contact us if your school is interested in joining one of these local linking projects. We can put you in contact with the local facilitator or you can contact them directly. All contacts can be found on the Network Contact Details page

Contact linda.cowie@thelinkingnetwork.org.uk

Why Link?

Linking develops skills of enquiry, critical thinking, reflection, and communication.

Develops trust, empathy, awareness, and respect.

Provides opportunities for children and young people to meet, build new relationships, work together and contribute to the wider community.

The children had the opportunity to meet children with completely different cultures and backgrounds and this was good for them. They were very anxious before the first encounter but afterwards they were nothing but excited."

What I've seen linking do for my class is create opportunities to meet and converse. It is a very natural process and it really is important from a very young age. For me as a Muslim girl growing up in Bradford it was when I went to University in York I realised that many people had not conversed outside their group so they had little mutual understanding. As people grow older misconceptions can grow and can grow into hatred. The Schools Linking Project addresses misconceptions -you are building the ability to respect." - Nahida Nazir, Linking Teacher

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Our programme brings together two classes from demographically diverse schools in a year long programme within a local area. There are currently 28 schools linking programmes in the network based in Birmingham, Blackburn, Bolton, Bradford, Buckinghamshire, Burnley, Bury, Calderdale, Derby, Kent, Kirklees, Leeds, Leicester, London, Luton, Manchester, Newcastle, Nottinghamshire, Oldham, Pendle, Peterborough, Rochdale, Rotherham, Sheffield, Stockport, Tower Hamlets, Walsall, Waltham Forest.

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another charity I work with One Globe Kids

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another charity I work with One Globe Kids

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One Globe Kids - make friends around the world

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One Globe Kids is an award-winning library of stories from children around the world, friendship activities and education resources. Let's explore the world together!

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Switch Off Prejudice examines the dangers of prejudice both from a historical perspective, and in the modern world, encouraging young people to question and challenge d iscrimination in all its form s.

Increase knowledge of the harmful effects of prejudice and discrimination

Develop non-judgemental attitudes, respect and empathy for others

Improve critical thinking skills about propaganda and online content

Increase knowledge, confidence and skills to speak up again st prejudice, discrimination, hate an d intolerance

Provide young people with the opportunity to make their voices heard on issues that affect them and matter to them

Improve confidence, giving young people knowledge and narrative to stand up for themselves and others.

Young people will gain:

An understanding of prejudice and discrimination

Increased confidence

Experience in planning and running a community event

A deeper understanding of their chosen workshop topic

A chance to develop collaborative skills

Available from September 2020 for schools in Redbridge, Waltham Forest, Havering and Barking & Dagenham.

For young people aged 10 -15 years

Up to 30 young people per class or group

Delivered via video-link or in person with appropriate social distancing

Workshops available: anti-Semitism, Islamophobia, extremism, hate crime

Delivered alongside 'My Story'

Available in 1 hour or 2 hour versions

Additional follow-on workshops for up to 8 young people to create a campaign based on an issue of prejudice and discrimination of their choosing. Including an opportunity to design and run a community event with other students from the borough

No cost to state schools

This programme is funded by the Mayor of London's Shared Endeavour Fund.

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Switch Off Prejudice examines the dangers of prejudice both from a historical perspective, and in the modern world, encouraging young people to question and challenge d iscrimination in all its form s.

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The shocking truth of racism in British schools – podcast

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When a teenage activist asked on social media for examples of racism within schools he was deluged with responses. Aditya Chakrabortty began to investigate

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Racism and bullying about race got worse immediately before and during lockdown, according to a new study.

The research, commissioned by youth charity The Diana Award and Nationwide Building Society, has revealed the true extent of concern around racist behaviour and bullying in schools among both parents and young people.

Half of parents (50%) feel racism is a problem in schools, while almost a third (32%) of young people have heard someone being racist at school.

Lockdown has exacerbated the problem, with a quarter (24%) of young people noticing more bullying around race just before and during lockdown, and 74% of parents believing it is a problem online.

More than a quarter of parents (28%) believe lockdown will have a negative impact on the way children behave towards each other when they return to school.

Despite all of this, it seems communication between parents and their children is lacking, with 41% of parents saying they have not discussed racism with their child recently.

The survey, which targeted 1,000 parents of 6-15-year olds and 1,000 young people aged 6-15, explores the subject of bullying in its various forms, the effects of lockdown on young people and feelings around the return to school in the midst of the pandemic.

Statistics reveal that even with Covid-19 and the lockdown, 46% of young people have experienced bullying, 66% have seen or heard bullying behaviour in their school in the last year, and a third (33%) were more worried than usual about returning to school following lockdown.

These statistics come in advance of The Diana Award's first The Big Anti-Bullying Assembly 2020 in partnership with Nationwide Building Society, which will be a celebrity-packed virtual event beamed into primary school classrooms and homes across the country on Monday 28 September via YouTube.

The assembly will bring together hundreds of thousands of children empowering them to tackle bullying with a host of celebrities including; Peter Andre, Gareth Southgate, Twist & Pulse, Ade Adepitan and James McVey.

This campaign marks the commencement of a three-year partnership in which Nationwide Building Society and The Diana Award will train more than 10,000 young people as Anti-Bullying Ambassadors in primary schools across the UK.

'I suffered a lot of racism; some was standard bullying, and some was racism,' says Peter Andre. 'Either way - it was bullying.

'At six years old we immigrated to Australia. I stood out like a sore thumb - I had dark hair; I had an English accent. It started straight away - it was bullying, but [with] the added fuel of racism.

'Being called names was one thing and very hard to deal with as a kid but it turned to violence where the kids would tie me up to the fence at school and take turns throwing stones to see which one would hit me in the head. It was a really horrific time.'

'I remember moments when children used to stand outside my parent's house, laughing, making monkey noises,' says Paralympian and TV presenter, Ade Adepitan.

'There were other times when people used to just laugh at me because I had a disability or because I used a wheelchair, and I've even been judged because of the colour of my skin. It made me feel really lonely.'

'Racism is still a problem for our schools, young people and society,' says Alex Holmes, Deputy CEO of The Diana Award.

'Our aim, with the support of Nationwide Building Society, is to continue to provide the resources and guidance to educate young people and equip them with the tools to help stamp out all forms of bullying for good, starting at a young age.'
Do you have a story to share? We want to hear from you. Get in touch: metrolifestyleteam@metro.co.uk.
MORE: 'The English countryside was shaped by colonialism': Why rural Britain is unwelcoming for people of colour

MORE: Colonisation robbed me of my mother tongue - and my identity

MORE: 'We have to fight gentrification and racism in fitness' say founders of Black-owned gym

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Racism in schools has 'increased during lockdown'

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Racism and bullying about race got worse immediately before and during lockdown, according to a new study. The research, commissioned by youth charity The Diana Award and Nationwide Building Society, has revealed the true extent of concern around racist behaviour and bullying in schools among both parents and young people.

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Almost a third of children have heard racist comments at school, according to research by an anti-bullying campaign that suggests they are most likely to have experienced racism by about the age of 13.

A poll of 1,000 six to 15-year-olds found that while, overall, about 32% children had heard someone be racist at school, this figure rose to more than half - 52% - among 13-year-olds.

The findings came as children across the UK are settling back into an uncertain school year following an extended absence as a result of months of closures during the coronavirus outbreak. More than a third - 33% - said they were more worried than usual about returning to class.

The research aims to shed light on the true extent of racism and bullying in schools, and to raise awareness among both pupils and their parents. It was commissioned by The Diana Award, a youth charity named for the former Princess of Wales, and the Nationwide building society.

The charity will hold a "big anti-bullying assembly" to be shown in primary school classrooms and homes on 28 September, which will involve celebrities including England defender Tyrone Mings and football manager Gareth Southgate.

Mings said: "I feel like everybody's differences should be celebrated, there's no shame or harm in being different so that's why I'm putting my hand up to commit to putting an end to bullying."

The survey found that children living in more diverse areas were far more likely to have heard racism, ranging from four in 10 of those living in London, making it the most likely area, to about one in seven of those living in Northern Ireland, the area where children were least likely to have heard racism.

The results were not disaggregated according to the ethnic background of respondents. However, the experience of one child quoted in the report lends credence to the suspicion that children with ethnic minority heritage are more likely to hear racism.

Rose Agnew, aged 14, from Warwick, said: "I've experienced a lot of racial attacks, whether it's covertly or overtly. The more covert things being girls making fun of my hair or even some of the foods I would bring in at break."

Related: The shocking truth of racism in British schools - podcast

In spite of widespread experiences of racism in schools - and the poll finding that three quarters of parents said they believed racism was a problem online - many parents are still not speaking to their children about racism, the research showed. Although the Black Lives Matter protests in June recently brought racism to the fore, about four in 10 parents surveyed admitted they had not spoken to their children about racism recently.

Bullying more generally remains a significant problem for schoolchildren, the research found, with nearly half - 46% - saying they had been bullied. Of those, more than three quarters said it had left them feeling anxious; almost six in 10 said it had made them skip school or not want to go; about the same proportion said it had resulted in them losing friends or switching friendship groups, and more than four in 10 said it had made them avoid social events.

Nearly one in seven affected children said they had changed schools or switched to homeschooling as a result of bullying. Almost one in 10 said bullying had made them feel suicidal.

The research, carried out by independent third-party research supplier Censuswide, polled 1,000 randomly selected six to 15-year-olds, and a further 1,000 randomly selected parents of six to 15-year-olds.

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One-third of children in UK 'have heard racist comments at school'

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Almost a third of children have heard racist comments at school, according to research by an anti-bullying campaign that suggests they are most likely to have experienced racism by about the age of 13.

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Great programme, with my friend and colleague contributor Prof Rhiannon Turmer

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BAFTA-winning documentary series that follows a British school as it helps its students uncover and eradicate hidden racial biases, exploring how this can affect us all and what we can do to tackle it

No episode available to watch on demand

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BAFTA-winning documentary series that follows a British school as it helps its students uncover and eradicate hidden racial biases, exploring how this can affect us all and what we can do to tackle it No episode available to watch on demand

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02 First Meeting - At A Neutral Venue | The Linking Network

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Many children are nervous before meeting their new linking partners and by the time they meet many may have exchanged letters or emails to help get to know each other beforehand.

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How Racist Are You? - Jane Elliott's Blue Eyes/Brown Eyes Exercise

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What do you think is the main cause of prejudice in childhood? What argument or cause do you find the most compelling?

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My evaluation of One Globe Kids intervention

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My evaluation of One Globe Kids intervention

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One Globe Kids in action: evaluating anti-prejudice projects

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One Globe Kids uses technology to help children challenge prejudice and stereotypes by helping them to 'meet' and make friends with children from other countries and cultures.

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Runnymede Trust report: Race and racism in English secondary schools

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'Given well-documented evidence about racism in policing, many teachers interviewed felt that the increasing presence of school-based police officers will have a detrimental impact upon black and ethnic minority (BME) pupils.'This is from a June 2020 report from the Runnymede Trust, Race and Rac