Jumping and pushing through the cruel optimism of racial justice work in schools

During the Coronavirus pandemic in 2020, the public execution of George Floyd by a white police officer brought global attention to structural racism. In England, this prompted some students and staff to confront racism in their schools. In response, institutions sought structured programmes to address race inequality and avoid complicity in racism. This paper explores the experiences of teachers and school leaders in England participating in the two-year Anti-Racist School Award programme at Leeds Beckett University. The study examines participants’ motivations, knowledge, and lived experiences as they pursue recognition for their schools’ efforts to combat structural racism. Using in-depth interviews, reflections, and a focus group, findings highlight how professional and personal resources vary, particularly within the tense social climate following Floyd’s murder and the rise of racist and xenophobic rhetoric in politics and media. Key themes include participants’ engagement with the Anti-Racist School Award process, perceptions of the current crisis compared to past racial crises, and the tension between viewing racism as a relic of the past versus acknowledging its ongoing presence. The study concludes with three recommendations for sustaining motivation and navigating the challenges of anti-racism work, emphasising the importance of maintaining an anti-racist perspective in educational leadership.