Diversity should be embedded in curriculum in new era of racial inclusion

Diversity must be formally embedded into the national curriculum as part of a “new era” of racial inclusion, a report has suggested.

The Government should make anti-racism a “key thematic priority” and teacher training on inclusion and inclusive practices should be “mandatory”, according to the Centre for Young Lives think tank.

Children from some ethnic minority groups have “disproportionately negative experiences and outcomes” in schools, the think tank’s report warned.

It suggested “zero-tolerance” behaviour policies can disproportionately punish black and mixed-race students, especially boys, and can reinforce harmful stereotypes of these children as “troublemakers”.

Among its recommendations is a call for “diversity of representation and perspective” to be formally embedded into the national curriculum.

The report, funded by Mission 44, a charitable foundation launched by Formula One star Lewis Hamilton, has also called on the Government to ensure equitable admissions policies are the norm in schools.

This should include a review of the legal right of academy trusts to be their own admissions authority and returning the legal duty to local authorities.

Former children’s commissioner for England Baroness Anne Longfield, executive chair of the Centre for Young Lives, said: “Schools shouldn’t get to pick and choose which children can enter their gates – either with unfair admissions policies, catchment areas, or gaming the system with managed moves or off-rolling.

“Some schools are being rewarded by Ofsted while leaving it to other schools to be inclusive. This is unfair and must stop.”

The report – which engaged with more than 130 school and education leaders – includes an analysis which found significant variation in inclusive education.

In an introduction to the report, Baroness Longfield said: “Our analysis reveals a postcode lottery, with children in London more likely to go to schools with low rates of exclusions, school absence, and attainment gaps for vulnerable children.

“Our findings that more disadvantaged children in rural areas are less likely to succeed than their peers show us that getting the best from education is not just about school practice but about the resources that schools and children have access to in their communities.”

The interim report of the independent curriculum and assessment review, published in March, said it will ensure the curriculum is “inclusive” so children can see themselves represented in their learning.

The Government launched a review of curriculum and assessment in schools and colleges – chaired by education expert Professor Becky Francis – in July, and the final report is due in the autumn.

On the review, the Centre for Young Lives report said: “We heard from education leaders and the broader education sector that while schools may have ‘scope’ to deliver a more diverse learning experience, in order to drive real change in this area, diversity of representation and perspective must be formally embedded into the national curriculum.”

Published: 22/05/2025 by Radio NewsHub