At St Mungo’s High School in Falkirk senior leaders analysed reported incidents of bullying. They found an increase in the use of racist language. A few young people were using unacceptable language in school and on social media.

This was in the context of the school experiencing a recent change in its demographics. Many new children have joined, including refugees, resulting in a school roll with 37 different countries represented with over 40 languages spoken. 

What the school did

Senior leaders and staff welcomed the opportunity to focus on developing a culture of equality and diversity. They did this by reflecting on the school curriculum. This included a review of curricular areas, the use of interdisciplinary learning, and a broader look at the ethos and life of the school. 

Professional learning

Staff attended the Education Scotland professional learning programme Building Racial Literacy.

Anti-bullying curriculum

Staff have focused on decolonising the curriculum. They initiated steps to check their programmes and courses to promote anti-racist practice. They also looked for parts of the curriculum where young people could learn more about:

• identity
• culture
• racism
• prejudice
• wider diversity issues

Building effective partnerships

Staff worked with a range of partners, including:

• Police Scotland
• The Council for Racial Equality and Rights
• local football clubs

These partners are making valuable contributions. They are informing young people about the impact of racism in society. They are also helping young people to develop more tolerant attitudes. As a result, young people are becoming better informed about prejudice-based bullying. They are learning about its impact on others.

Whole school approach

Staff and young people used National Refugee Week as a context for interdisciplinary learning in most subjects. Several departments explored concepts of equality and diversity, focusing on migration and refugees.

Staff used conceptual themes rather than topic-based learning. This approach helped young people understand migration. It also helped them see themselves and others through the curriculum. As a result, young people have a well-developed understanding of the lived experiences of migrants. They show a greater sense of empathy and tolerance. They have a more informed understanding of the impact of racist name-calling.    

The impact and what changed for children and young people

Young people and staff feel that equality and diversity are a clear priority. This is reflected in the school values, expectations, and curriculum. This has a positive effect on the school culture. Young people and staff feel the school is a welcoming and inclusive learning environment.

Young people feel they experience a good balance between global and local issues in their learning across the curriculum. They also feel that they are developing a more compassionate response to refugees. This is through learning about the experiences they had before joining the school.

Young people note the success of these initiatives. They describe how learning about the causes of prejudice is an important part of overcoming prejudice-based bullying. They feel part of a culture that responds appropriately to incidents of bullying. They feel included and encouraged to maintain and develop their own distinctive language and culture.

Staff notice an improvement in the language used by young people. They feel that young people have a much better understanding of prejudice-based bullying. They also understand the difference between ‘banter’ and bullying. Young people and staff feel this use of unacceptable language is now instantly challenged. They also report significantly fewer instances than before.