Teachers' Responses to Racism and Racist Bullying in Dutch Primary Schools

Description

Background: Children from non-White or non-Western backgrounds are at risk of experiencing racism early in life. Since they spend a significant amount of time in school, teachers play a crucial role in creating a safe and unbiased environment for these children.
Objective: This study investigates teachers’ experiences and reactions to racist bullying among primary school pupils in the Netherlands. It also explores how racism is discussed in class to enhance children’s social safety.
Methodology: The study involved nine semi-structured in-depth interviews with teachers, focusing on how they cope with racist bullying. Additionally, it examined the tools available to teachers for discussing racism in class. Data were analyzed using thematic analysis.
Results: The findings indicate that teachers prioritize a safe classroom climate and strong teacher-student relationships. However, they find it challenging to address incidents of racism. Many teachers believe that pupils often express racist sentiments unintentionally and without awareness. While teachers reported discussing racism in the classroom, their conversations tended to focus more on cultural diversity than on racism itself. Most teachers indicated that racism is not a stand-alone topic in the school curriculum and tools to discuss racism would be helpful.
Conclusions: Addressing racism and racist bullying is a vital yet complex task for teachers. To foster a safe classroom environment where racist incidents can be addressed and discussed, teachers need appropriate tools to enhance their knowledge, awareness, and skills.

Period	11 Jun 2025
Event title	World Anti-Bullying Forum 2025
Event type	Conference
Location	Stavanger, NorwayShow on map
Degree of Recognition	International