The most prevalent cause for concern would be the level of cussing and name-calling which is often directed at the individual or their family e.g. ‘yer mum’; additionally, and more related to the work we do, is how frequently such exchanges will either start or end in racial and/or religious abuse. This will often be exacerbated by reference to a person’s skin tone – whether it is lighter or darker. A common and disturbing comment is often that of ‘black monkey’. Children often tell us that arguments may arise which are non-racial/non religious, but often turn so when they latch on to issues of race and colour as a way of hurting the other person. Much of the name-calling/cussing is carried out during playtimes and lunch breaks, as well as after school and outside of school. Much of it is carried out between boys of all ethnic/religious backgrounds. Many of the children in years 4 and 5 cited year 6 boys as being the main instigators of name-calling/bullying, often saying that the boys swear in Bengali.

Wherever we have met this in schools (and it exists in every school to a greater or lesser degree), we have always advised staff to take a proactive view of this matter and educate children about the real hurt that can be caused by name-calling. Where staff have indicated that, particularly with younger children, they don’t fully understand the racist overtones that they use, we would indicate to them that they therefore need educating about that and they clearly already have the knowledge of the power these insults have over other children. On the workshop day we make reference to this in explaining the significance of the Pyramid of Prejudice (Gordon Allport), and how name-calling and racial abuse is the very foundation of many of the more serious forms of racism that one can develop into. ‘Sticks and stones may break my bones but names will never hurt me!’ Parents may well tell their children this to protect them from the pain and hurt of name-calling; it of course proves the very point that they do hurt. Where schools appear to have a low to zero tolerance of name-calling, and have done for some time, the general atmosphere within that school is not surprisingly much more pleasant, and children are freer to get on with enjoying their education.

Clear guidelines which include skills and strategies which ensure that all forms of name-calling are dealt with effectively; that all children, staff/governors and parents work together to achieve appropriate preventative work e.g. greater awareness and understanding about religious, cultural and ethnic diversity.

 

	Overview
	name calling
	racist incidents
	local community
	listening
	hierarchy
	mono-cultural
	Bangladeshi community
	prayer room
	Bangladeshi assistants
	speaking Bengali
	ethnic groupings
	heritage boys
	ethnicity
	Personal Development
	involve parents
	Fear of offending
	Culture/Religion...
	ANALYSIS