What to do if a child is experiencing racial bullying
If a child tells you they’ve experienced racial bullying or abuse, whether they’re being called names, excluded because of their race, faced micro-aggressions, attacked or threatened, it’s important to know how to support them.
Listen to children
Listen non-judgementally to what a child or young person is telling you. Their experience is real, it’s painful and they have come to you to talk about it.
Don't tell them to ignore it, as experiencing racism might include seeing it in the media or hearing about it on social media; it’s impossible to ignore it or avoid it completely.
Recognise the trauma of being bullied in this way, show them they can trust you by letting them know you’re there if they want to talk and thank them for confiding in you. Bear in mind that when racism occurs, power is stripped away from the person experiencing it. They may be left feeling angry, upset, and hurt by what they've gone through.
Show them you care
Show empathy and acknowledge the seriousness of what they’ve shared and how it’s affected them. Remember that it’s never a child’s fault if they’re experiencing racial abuse or bullying.
Now to Support
It’s important for parents to support their children emotionally by letting them know you care about them and that they can always be honest with you. Explain to your child that what’s happened to them isn’t their fault and that you’re proud of who they are.
If this happened in school, you should inform school staff about the bullying. Schools have a responsibility to protect children in their care and not to discriminate against children. Head Teachers have the legal power to make sure pupils behave outside of schools (state schools only). This includes bullying that happens anywhere off the school premises.
School staff can also choose to report bullying to the police or local authority. In this case, still report this to your school.
We have advice on how to progress with a complaint about bullying at school including email / letter templates.
Help them get support
A child or young person may need to be able to cry or express their anger or hurt about what’s happened to them. This could be through counselling, community and youth groups or with an adult they trust. Be led by what the young person feels comfortable with but reassure them that it's OK to express how they feel and that there are different types of support available.
If you’re in a position of authority, for example at the child’s school, refer to your best practice guidance around safeguarding.
This may mean:
Involving the police
Further staff training
Changing your policy and educating the child’s peer group on diversity and inclusion.
Restorative justice
Excluding the person responsible for racial bullying if it persists
Don’t lose sight of their rights
A child’s rights are protected by UN Convention on the Rights of the Child (UNCRC) under international law. You can learn more about Children’s Human Rights on AdRESS’ ‘Your Rights’ page.
In Scotland, Getting it Right for Every Child (GIRFEC) is The Scottish Government’s commitment to provide all children, young people and their families with the right support at the right time. This is so that every child and young person in Scotland can reach their full potential. It’s to ensure all children and young people live in an equal society that enables them to flourish, to be treated with kindness, dignity and respect, and to have their rights always upheld.
Using the GIRFEC principles, the approach to considering children’s wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of the stage of development and the complexity of each child or young person’s individual life circumstances.
Schools consider eight well-being indicators (SHANARRI) in collaboration with children, young people and their families:
Safe – growing up in an environment where a child or young person feels secure, nurtured, listened to and enabled to develop to their full potential. This includes freedom from abuse or neglect.
Healthy – having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices.
Achieving – being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community.
Nurtured – growing, developing and being cared for in an environment which provides the physical and emotional security, compassion and warmth necessary for healthy growth and to develop resilience and a positive identity.
Active – having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community.
Respected – being involved in and having their voices heard in decisions that affect their life, with support where appropriate.
Responsible – having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision.
Included – having help to overcome inequalities and being accepted as part of their family, school and community.
In practice, the eight indicators can be interconnected and overlapping. When considered together, they give a holistic view of each child or young person. They enable the child or young person, and the adults supporting them, to consider strengths, as well as any obstacles they may face to growth and development.