The aim of this blog is to explain why I believe safe spaces play an essential role in providing inclusive education that empowers young people. This blog will draw from my own experience navigating the educational system as a learner, Education Scotland's Building Racial Literacy Programme and my work with Drumchapel High's Antiracism Society.

My personal experience as learner going through the education system

I'll begin with when I was a student, just starting university and fresher week. I was walking around the stalls with a new friend looking at the clubs we could join. My interests centred around equality and civil rights, and I was excited to find clubs that met those interests. But it was my own inequities, that developed into feelings of inferiority, that kept me from joining such clubs. I remember thinking that I wasn't clever enough to join these groups and that they were above me. The idea of "not being clever enough" stemmed from my dyslexia, and “above me" stemmed from being lower working-class background. Such experiences have given me a greater insight and passion about supporting initiatives that promote belonging.

Recently, I participated in the Building Racial Literacy programme, where for the first time in my life, my dyslexia was not a barrier. I didn't have to hide it, and I felt at ease to be myself. Melina Valdelievre, the programme lead sent me an invite to a neurodiversity leadership meeting. It was a meeting run by professionals with neurodiversity. It was an incredibly powerful event; I felt like I belonged, I learned more about my dyslexia, and I realised for the first time in my life that having dyslexia has advantages. I felt empowered.

Imagine if there had been a neurodivergent safe space when I was in school and university. A safe place that would give the confidence to bravely admit “I feel stupid all the time because of my dyslexia”. A place that would challenge that feeling and show my strengths, that would empower me, a place where I felt I belonged. It would not be an overnight fix, it would take time to build relationships, trust, challenge ingrained thought patterns, and develop the strength within myself to challenge and recognise the discrimination I face. A place that empowers and gives me the confidence and belief in myself to join clubs that I really wanted to join. A place that encourages inclusion and belonging.

I later learned that feeling inferiority is common for working-class students attending university. As educators we have to empower our young so their voices are heard.

"Diversity is having a seat at the table, inclusion is having a voice, and belonging is having that voice be heard." Liz Fosslien.

Education Scotland’s Building Literacy Programme

Being white, when I talk about my own experiences of inequality, throughout the years I have found strategies to mask them. However, there are no safe havens for people who are victims of racism. Nobody should have to hide or mask who they are, and we should live in a world where people embrace and celebrate their differences, but unfortunately, we are still a long way from that.

Racism is deeply embedded in our society. Overt racial abuse, persistent microaggressions, a lack of role models, and damaging racial stereotypes that cause young people to internalise the value of their cultural heritage and an education system in which young people do not see themselves are just a few examples. It impacts their mental health and is a place of trauma. Safe spaces are essential for young people to heal, build resilience, feel a sense of belonging and develop the self-belief required to be their amazing selves.

Education Scotland’s Building Literacy Programme is a place of heart and soul. It provided me with the framework I needed to make positive changes. It provided me with a much deeper understanding and direction to continue my learning journey. It gave me the confidence to start the Anti-racism club and provide a safe place for students.

The Antiracism Society

The first meeting was filled with emotions as many young people opened up about the overt racism they face and their understandable lack of trust. The positive was that the headteacher had provided them a space not just for the weekly club meetings but also for every lunch and break time, which gave me meaningful time to build relationships and trust with the young people.

The support needed is wide ranging and the young people have to navigate so many daily challenges. Some of the challenges include racial discrimination, worries of family in war torn countries, a young pupil's first day at Drumchapel High School filled with anxiety because she speaks no English.

I envisioned the club as a place where young people can feel supported, comfortable, at ease, empowered, belonging, and have fun. I have always been quite clear about my aspirations for the club and I still am. I want it to be a safe space where young people can choose how involved they want to be in the club. The club is there to provide the young people with time out, whether that be in a quiet space, or a social one where they can laugh and have fun, or a space where they can talk about the challenges they are facing. It is a place that empowers them, where they can grow to feel a strong racial identity and pride in their cultural background. A place for racial literacy, as understanding the systemic underpinnings of racism can help to manage the emotions of depression and anxiety it causes.

My role is to facilitate, as well as to give safety and support. I have also had some fabulous colleagues this and last year who have been part of the journey and their ideas, presence, support and help has been invaluable. I wanted the young people to lead the club and to have ownership. Below is a small insight of how the young people shaped the Antiracism Society.

The young people chose and created the club's name, logo, and the colour orange to symbolise it. They gave the room they could use at break and lunch time an identity. There was a nominated president, vice president, secretary and treasurer. The club's president created a website, writes blogs for it, wrote a blog for Education Scotland, participated in Education Scotland's webinars on building racial literacy, leads the Monday meetings which ranges from making plans for upcoming events, current affairs discussions, racial literacy education and encouraging the group to learn about each other’s cultures. She also leads many of the club's projects and encourages others to take the lead. The secretary updates the Instagram postings, takes club photographs, and has written to the Scottish Education Minister to request that decolonising the curriculum becomes mandatory. Jennny Gilruth has replied, and she is keen to set up a meeting with the club members. The treasurer has the excitement of counting up the money raised through various events the club has run and keeps the club right with how much money they have raised, spent and donated. Since the club started every young person has chosen to be actively involved and support each other. Their hard work and commitment is outstanding and admirable.

They've run a number of events, and I'd like to share a brief overview of two of them. The first was presenting an anti-racism CLPL session to the staff for the school. It was a heartfelt and powerful presentation. The effort put into creating this CLPL session was impressive. The president created the first draft and presented it to all the young people in the club. The discussion that followed, in particular the sharing of racial experiences, the negative effects of stereotypes, and the open exchange of opinions, was compelling. The president then encouraged other club members to lead the CLPL session with her and a few volunteered. Together they developed and presented the session to staff. A lot of time, effort and thought went into the CLPL session and they showed amazing courage. It had a positive impact on staff; developing a deeper understanding of racial literacy and the staff were incredibly proud of the young people.

The second was the anti-racism carnival. In all honesty when they shared this idea, I was fearful, because I knew how much planning and hard work would go into coordinating, organising, setting up, and running such an event. Every young person from the club participated, and the amount of time and effort they put into this event was astounding. Their organisational abilities and teamwork were exceptional. It was a complete success. My favourite part was watching them dancing, laughing, and having a good time near the end of the event. They were overjoyed, partly because it was a success, but mostly because they felt like they belonged. A comment made from one of the teaching staff was the event highlighted how much the young people have to adapt to fit in and that significant changes to the curriculum are required to ensure that everyone is included.

I am so incredibly proud of the young people in the club. The importance of having this safe area cannot be overstated. They have gained trust in the school, after 11 months of running the Anti-Racism Society, one young person told me: "our school values us and acts on racial incidents." The room has changed significantly, and for me, the largest change is how much laughing and joy there is now. They are secure in themselves and have a strong feeling of belonging.