Anti-racism – school leaders
Principals lead the development of school practices and procedures that eradicate expressions of racism and challenge attitudes that allow them to occur. They model appropriate behaviour and lead positive change within the school community.
Leading for change
To eliminate racism from schools and department workplaces, we need strong leadership to drive anti-racism initiatives and a committed and capable workforce that can prevent and counter racism.
Leaders play a key role in creating environments that are culturally safe and inclusive, building understanding of racism and its impacts and ensuring there are strong systems in place for responding effectively to racism if it occurs. They advance equity by interrogating and responding to evidence of racism and barriers to equitable participation in NSW public education.
The most effective strategies for countering racism are typically those which are integrated into whole school approaches and regular school routines and those which are proactive in creating a school culture of high expectations, equity and respect. Research demonstrates that using multiple strategies over a sustained period of time will achieve more success in the long term. Evidence also shows that the first step in countering racism is learning how to recognise it and understanding its impact on individuals, systems and communities.
Promoting anti-racism
It is important that all members of the school community are aware of the Anti-Racism Policy, know who the ARCO is and how to report racism. This information should be included in school communications.
Advice to assist principals in communicating with their school communities is provided below.
- Advice for parents and carers about the Anti-Racism Policy – Translated into 36 languages and includes information about the ARCO role.
- Sample anti-racism policy advice for volunteers and contractors (staff only)
Resources for school leaders
- Anti-racism policy and programs - Frequently asked questions for school leaders (staff only)
- Anti-racism policy - Checklist for principals (staff only)
- Managing reports of racism - flowchart (staff only)
- Advice for school leaders on responding to reports of racism (staff only)
- Whole school planning framework (staff only) - in development
- PES case studies (staff only)
- Respectful and safe relationships (Racism in the staff room + associated practice notes)
- Direct management action (Racism harassment)
- Facilitating conversations about racism – A guide for teachers and school leaders (PDF 349 KB)
- Facilitating conversations about racism – Navigating common challenges (PDF 717 KB)
- SBAR resource hub - Relief for anti-racism contact officers (staff only)
- Applying an equity lens in education (staff only)
IPM Sample- Aboriginal Culturally Safe Schools- Identity and Belonging - This resource supports schools when developing Implementation and Progress Monitoring (IPM) as part of the School Excellence Cycle.
Aboriginal Education Committee - A guide to establishing an effective Aboriginal Education Committee - This guide provides schools with an example of strategies and processes that could guide the effective establishment, governance and monitoring of an Aboriginal Education Committee within their school. It includes a Self-Reflection resource.
Personalised Learning Pathways Guidelines - The PLP document is expected to be used by schools to ensure Aboriginal and/or Torres Strait Islander students and their families are actively engaged in meaningful planning and decision-making in education. It includes a Self-Reflection resource.
How can you engage with your local Aboriginal Community? - This fact sheet provides information to schools on establishing and building local connections with Aboriginal communities.
Getting to know local Aboriginal and/or Torres Strait Islander Histories and Cultures - This fact sheet was developed to provide information and advice on protocols of community consultation.
| Leading | Teaching | Learning |
|---|---|---|
Does the school leadership team model a commitment to the values that support anti-racism education: equity, inclusion, justice, voice, respect and wellbeing? Do Aboriginal staff and staff from culturally and linguistically diverse (CALD) backgrounds feel valued and respected? Is the diversity of the school community reflected in the workforce and in school decision making and consultative processes? Whose voice is heard? |
Does teaching promote intercultural understanding and accurately reflect Aboriginal and Torres Strait Islander histories and cultures? Does teaching practice promote a culture of high expectations and equity for all students? Are teachers well equipped to respond to incidents of racism? |
Do students feel a sense of belonging at school? Why/why not? Is expression of cultural identity valued and promoted? Is there evidence of equitable participation and learning outcomes across all student cohorts? Do student wellbeing programs promote cultural inclusion and mutual respect? |