4.4) We work actively to prevent discriminatory language and challenge it when it is heard in all its forms

Rating description:

• Fully met: Whole-school action (i.e. through assemblies, lessons and displays around our school) is taken to prevent discriminatory language from taking place. No form of discriminatory language is acceptable in school, and it is challenged when heard.
• Partially met: No form of discriminatory language is acceptable in school but it is not always challenged when heard. Or, some forms of discriminatory language are challenged more than others.
• Not yet met: Discriminatory language is not challenged when heard and/ or discriminatory language is not clearly seen as unacceptable within school.

Why is this important?

Actively preventing and challenging discriminatory language in all its forms, including disablist language, is not only essential to fostering a respectful and inclusive school environment but is also a legal requirement under the Equality Act 2010. Failing to address such language can perpetuate prejudice, harm individuals, and undermine the school’s commitment to equality. By proactively addressing this issue, schools uphold their legal duties, promote a culture of kindness and respect, and empower pupils to stand against discrimination, creating a safe and supportive community for everyone.

Top Tips:

• For schools to prevent and challenge the use of derogatory language was very important to the young people we've spoken with. Whilst incidents involving the use of discriminatory or derogatory language in schools may not be defined as bullying, it is still important to challenge it. Schools that do not challenge this kind of language are more likely to create environments where bullying is more likely to happen.
• Some groups are more likely to experience bullying than others. The Equality Act includes some vulnerable groups: disabled children, those who are or are perceived to be LGBT, race and faith minority groups and those who experience sexist and sexual bullying. It is important that this is referenced and acknowledged in your anti-bullying policy.
• The Public Sector Equality Duty (PSED) - requires public bodies (including all schools) to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities. Under this duty, schools must challenge and prevent discriminatory language being used in your school. 
• Make sure that staff feel confident to discuss why certain language is derogatory and/ or discriminatory with pupils. Language evolves quickly, and using website like the Urban Dictionary can be helpful to understand how certain words came to mean what they currently do. 

Resources & Examples: 

Resources

• We have a variety of resources on our website which might help you when working with pupils on discriminatory language:
  • The difference between bullying and banter
  • Bullying and the Law section of our website
  • Bullying Prevention Tool
  • Disablism in class - a collection of six short films to support schools to challenge disablist bullying, particularly disablist language. 
• Anti-Racism Toolkit - a growing bank of resources from Diverse Educators. 
• The Equality Act 2010: Advice for schools - guidance to help schools understand how the Equality Act affects them and how to fulfil their duties under the act.
• Equality Act Technical Guidance - outlines the obligations the Equality Act places upon schools regarding pupils with protected characteristics and the provision of their education. 
• This TEDx Talk about the power of language and impact on identity can be used for discussions with pupils. 

Examples

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

• Secondary School Case Study - on reducing the use of unacceptable language. 
• Primary School Case Study - on developing consistency in dealing with incidents of discriminatory language.
• Primary School Case Study - on tackling homophobic language.
• Primary School Case Study - on implementing an initiative to tackle unkind language

See below for quotes and pieces of advice from other schools:

• "Be really clear with students about what is and isn’t acceptable. You may also have to have direct conversations with parents about unacceptable language if you feel it needs challenging at home."
• "It is considered a serious incident in the behaviour policy and all forms of discriminatory language are dealt with very seriously and by a member of the senior leadership team."
• "Staff have received training on tackling derogatory language and we have devised a range of scripts that can be used by all staff when dealing with incidents.  It was extremely useful allowing staff to consider why particular words were derogatory.  Staff of different ages and cultures were included and the different knowledge was interesting. Staff were extremely positive about the training and said how useful it was. Staff have since reported greater confidence in dealing with all forms of derogatory language."

Back to 4. Prevention page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.