Education has long been held up as civilisation’s great equaliser, the quiet force capable of transforming communities, lifting nations and shaping a more just world. Classrooms are meant to be sanctuaries of curiosity and possibility. But increasingly, they are becoming mirrors of something darker.
Over the past year, the steady rise of far-right rhetoric has become a constant hum in Britain’s national conversation. In October 2025, the UK Home Office reported that hate crimes recorded by police in England and Wales had risen for the first time in three years, with notable increases in racially and religiously motivated offences. What begins in public discourse does not stay there. It travels into homes, onto social media feeds, and eventually, into school corridors.
Across the UK, teachers report a surge in misogyny and racism among pupils. In an environment saturated with inflammatory commentary and divisive political messaging, prejudice is seeping into playgrounds and classrooms. A survey by the NASUWT teaching union found that most teachers identified social media as the “number one cause” of pupil misbehaviour, with female staff disproportionately targeted.
The consequences stretch far beyond disciplinary records. In its report ‘How Racism Affects Health,’ the Runnymede Trust described the hypervigilance that people of colour must maintain simply to feel safe; a constant state of alertness that leads to long-term physiological damage, affecting life expectancy and mental health. “For those that live in more disparate communities where they show up as minorities in a more visible way, that sense of threat is acute,” said Shabna Begum, the organisation’s chief executive.
The data from schools is stark. In the 2023–24 academic year, more than 15,000 suspensions were issued for racist behaviour, more than double the 7,403 recorded in 2021. These cases include racist language, graffiti, physical abuse and hateful posts circulated online. In primary schools alone, suspensions for racist incidents have risen by 220% over three years. In one autumn term in 2023–24, 644 suspensions were recorded, compared to just 201 in 2020–21.
“Children as young as four are being sent home for racist behaviour, ” Begum warned. She described families making calculated decisions about where they travel, which routes they take, and which spaces they avoid, withdrawing from community life because safety can no longer be assumed.
This surge coincides with increasingly strident anti-immigration rhetoric from figures such as Reform UK leader Nigel Farage and activist Tommy Robinson. When such narratives gain mainstream visibility, they shape the atmosphere young people absorb.
And these figures reflect 2024 — when far-right narratives were only gathering momentum. The question now is not whether rhetoric shapes education. It is how much deeper the impact may yet run.
A systemic issue that needs urgent attention
According to Amjad Ali, Co-Founder of the BAMEed Network, a teacher and senior leader, this is a systemic issue that needs urgent attention. “What I’m seeing on the ground is deeply concerning but, sadly, consistent with what the data is now showing. There is a clear increase in racist language and behaviour in schools, and this is reflected in official figures. Statistical figures make it clear that this is not an isolated trend.”
Ali points out how this rise is not only about general racism with colleagues reporting increases in Islamophobic and antisemitic language and incidents. “These harms take different forms but they all damage a young person’s sense of safety, belonging and identity. Pupils should feel secure in who they are, yet too many tell us they do not.
“The wider political and social climate feeds into this. When extremism, polarised narratives or hate rhetoric find oxygen online and in public debate, young people are watching, listening and sometimes repeating what they see. Schools cannot be immune from the world around them.”
The biggest challenge for schools is inconsistency and lack of preparation, Ali stresses and points out that too many teachers want to address racism but feel they have not been trained or supported to do it well. “Many initial teacher training routes do not equip staff with the skills to respond confidently to racism, Islamophobia or antisemitism, or to build cultures where prejudice is actively challenged.
“Experiencing racism corrodes trust and undermines a pupil’s ability to learn. It tells a child they are other. To protect students and prevent divisions from deepening we need system level change: compulsory racial literacy and prejudice reduction training for all staff, a curriculum that meaningfully reflects diverse histories and identities, and clear, transparent accountability for schools to respond robustly to all forms of hate. Our young people deserve nothing less.”
He added, "Schools should continue to report racist incidents in school at all levels, and continual training will be beneficial for all."
How UK councils are tackling racism in schools
As reports of racist incidents in schools continue to raise concern across the country, local councils are stepping up efforts to confront discrimination and build more inclusive education systems.
While there is no single nationwide model, a growing number of local authorities are developing structured anti-racism strategies, investing in training, and working directly with communities to create lasting change.
Across England, councils operate within the framework of the Equality Act 2010, which requires schools to prevent discrimination and promote equality. However, many local authorities are going further, introducing targeted initiatives to address racial inequality in both policy and practice.
In cities such as Brighton & Hove, Lewisham, Brent, Norfolk and various other councils have launched comprehensive anti-racist education strategies spanning several years. Measures include racial literacy training for teachers and governors, creating safe reporting mechanisms for racist incidents, amplifying the voices of Black and racially minoritised pupils, and diversifying teaching materials to better reflect Britain’s multicultural history.
Staff training is a key focus. Several councils provide toolkits and guidance to help schools recognise, record and respond effectively to racist behaviour. Anti-bullying policies are increasingly being updated to explicitly reference racism, while educators are receiving support to understand the psychological impact of racial discrimination on young people.
Cllr Gwen Grahl, Cabinet Member for Children's Services, Education & Employment for Brent council, asked about the steps council is taking, said, “Brent Council introduced the ‘Leading from the Top’ anti-racist leadership training in 2023–24 to embed a borough wide anti-racist culture. This was followed by the launch of the Brent Schools Race Equality Programme on 6 December 2024, designed to help all schools adopt robust anti-racist policies, reduce disproportionate exclusions, raise attainment for underperforming groups, and ensure curricula and school environments reflect Brent’s diverse communities”
Monitoring and reporting also remain areas of ongoing development.
Crucially, many councils are involving parents, community leaders and grassroots organisations in shaping their approaches. Community forums, listening sessions and partnerships with local groups aim to ensure policies are not only reactive, but culturally informed and sustainable.
With far-right narratives gaining more momentum, the question now is not whether rhetoric shapes education. It is how much deeper the impact may yet run.
