Black teachers’ experiences of reporting racist incidents in English schools: lessons for school leaders

In 2020, the Runnymede report Race and Racism in English Secondary Schools found that clear anti-racist policies were needed to address the institutional and systematic disadvantaging of racially minoritised staff and students. This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. Using a counter-story approach, we present a composite narrative based on Black teachers’ experiences and focus on school leaders’ responses to reports of racist incidents. This provides a critical vantage point for considering how those in positions of leadership can deliver on commitments to the safety and well-being of racially minoritised staff and students. Implications for policy and practice are presented at the school and national level.