Race education—Why does it matter and how should educators go about it?

Abstract A plethora of research identifies that the English educational experiences of some Black and Global Majority (BAGM) children are negative, which adversely impacts their academic and, in some cases, personal outcomes. Existing research identifies the contributing factors towards the negative educational experiences for some BAGM children, but less is known about the effect of these educational experiences on BAGM children. There is growing interest from schools, following the Black Lives Matter movement, in developing opportunities to improve the educational experiences and mental health of BAGM children. This paper aims to develop awareness of the need for support for BAGM children, and it raises awareness of effective practices linked to race in schools. Racist stereotyping, educator training, and tokenistic practices can either support or prevent the positive educational experiences of BAGM children. Greater guidance is required for schools on race, equality, and diversity. Training opportunities for educators on appropriate and sensitive practices to improve BAGM children's educational and personal experiences should be provided.