For England, Wales, Scotland, and Northern Ireland

The problem of Islamophobia and anti-Muslim prejudice and racism has intensified in the wake of the events of September 11, 2001. In certain quarters, an unacceptable and unfounded association has been made between human rights violations, terrorist networks, and the Muslim communities and asylum seekers present in Britain. This has led to an inflammation of racial and religious tensions in some towns and cities, and may have contributed to the resurgence of extreme far-right political parties. All of these developments have resulted in an increased level of fear within Muslim and other communities which impacts on all students and staff in schools and colleges.

The term "Islamophobia" refers to anti-Muslim prejudice and racism. Islamophobia is based upon an unfounded hostility towards Islam. It may be directed against individuals or groups because of their actual or perceived religious background or identification. Islamophobia results in unfair discrimination and harassment, and the exclusion of individuals or groups from the mainstream areas of social, economic, or political life.

In recent years, the problem of Islamophobia and anti-Muslim prejudice and racism have become an increasingly common feature of British social life. This problem has intensified as a result of the events following September 11, 2001.

Anti-Muslim prejudice and racism is based upon claims that Islam is an "inferior" religion and a threat to the dominant values of society. However, Islamophobia is not restricted to a hatred of Islam, but also prejudice and hatred directed against people who are or who are perceived to be Muslim. As such, Islamophobia cannot be separated from the problem of anti-Muslim racism.

Anti-Muslim racism may be evident in relation to employment, the provision of goods and services, and the general treatment of Muslim communities by non-Muslim individuals, groups or other bodies.

Islamophobia and anti-Muslim prejudice and racism may include a range of behaviors and practices such as follows:

• direct verbal or physical attacks against individuals and groups;

• discrimination in relation to access to jobs, goods and services and other civic rights and entitlements;

• cultural or religious insensitivity which serves to exclude Muslim people from exercising their rights as citizens.

Such prejudice and racism may take the form of

• name-calling;

• offensive "jokes";

• verbal assault;

• graffiti;

• intimidation;

• exclusion;

• physical assault.

9.9 percent of the British population are from minority ethnic groups. However, for the first time, the 2001 census has identified that there is also a significant level of religious diversity within British society.

There has been a Muslim presence in Britain for at least 300 years.1 The 2001 census revealed that Muslims constitute the second largest religious group in Britain (3 percent of the population). Muslim communities are present in all Census enumeration districts in Britain, with the exception of the Isles of Scilly.

The census demonstrates that there is extensive ethnic and religious diversity within British society. As such, all children and young people need to learn about this diversity and develop a respect for different beliefs and practices. This is as much an issue for schools and colleges with high proportions of students from minority ethnic backgrounds as it is for schools and colleges serving different student populations.

It is important for all schools and colleges to monitor the composition of their student populations and staff employed in a manner which is able to take account of ethnic and religious differences.

In Northern Ireland, section 75 of the Northern Ireland Act 1998 applies. Section 75 imposes a statutory equality obligation on all public authorities to promote equality of opportunity between persons of different religious belief, racial group and on other grounds.

All schools, colleges and LEAs (or other relevant body) are, therefore, required to have in place a race equality scheme which sets out how they will meet the general and specific duties imposed on them as a result of the new legislation.

Schools, colleges and LEAs (or relevant body) should address the issue of Islamophobia as part of their racial equality scheme. NASUWT has published separate advice for schools and colleges on the implications of the Race Relations (Amendment) Act 2000 which is available from NASUWT Headquarters.

The DfES (The Department for Education and Skills) has published guidance for schools after the events of September 11, 2001.2 Although the DfES guidance does not specifically consider the issue of Islamophobia, it is, nevertheless, relevant to understanding what actions schools and colleges can take to address this problem.

The DfES guidance makes clear the need for schools "to provide a safe environment" for all pupils, parents and staff. Specifically, the DfES guidance highlights the potential risk of heightened "tension between pupils, parents and staff from different ethnic backgrounds or religions" and alerts schools to the possibility of "extremist groups in a locality ...[seeking] to stir up tensions in the area."

Excessive fear is likely to have an impact on the behavior of pupils and staff at school.

The DfES guidance makes clear that

• schools have a responsibility to ensure that the curriculum addresses issues of difference and diversity in ways that counter prejudiced assumptions about different ethnic, cultural and faith groups;

• schools must challenge false assumptions and stereotypes with sound factual information;

• schools should ensure that every child, young person and member of staff feels valued and secure in school;

• schools should promote a climate of respect for different beliefs and customs;

• schools should be vigilant for any signs of name-calling, abuse or bullying involving any member of the school community, which might have a racial or religious content;

• schools should deal with incidents promptly and sensitively.

The DfES has also published guidance for schools on bullying and on pupil inclusion. These publications reiterate the need for schools to have in place clear procedures for dealing with all forms of pupil bullying, including taking action against racist incidents. As the DfES Guidance on "Social Inclusion: Pupil Support" makes clear as follows:

Staff need to take particular care if there is a possibility that an incident was provoked by racial harassment. Teachers also need to ensure that they avoid any risk of stereotyping and that they are alert to cultural differences in manner and demeanor.

 Tackling Islamophobia in Educational Settings

Islamophobia and anti-Muslim prejudice and racism is an issue for all schools and colleges, regardless of the number of Muslim pupils/students or staff within the establishment.

All schools and colleges should review their policies to ensure that they are non-discriminatory. Particular attention should be given to policies in respect of the following:

• curriculum;

• pastoral care;

• behavior management and exclusions;

• bullying;

• admissions;

• parental involvement and complaints;

• dress codes;

• recruitment and selection, performance management, pay, and promotion.

Schools and colleges should also take steps to ensure that

• all staff, students, and parents within the school or college community are welcomed and valued;

• the curriculum is relevant and appropriate to the needs and backgrounds of all students;

• the systems for school or college admission and exclusion are non-discriminatory;

• the arrangements for appointing and promoting staff are non-discriminatory;

• all staff are trained to address issues of ethnic, cultural and religious diversity;

• students have access to a curriculum which reflects and represents accurately the racial, cultural and religious diversity of Britain and the world;

• student progress and achievement is subject to assessment on grounds of ethnicity, religion, and cultural difference;

• all ethnic and religious groups within the school or college community are properly and appropriately consulted on matters pertaining to the life of the school or college;

• the school's or college's processes and decision making are monitored to take account of their impact for equality on ethnic, cultural and religious grounds.

Schools and colleges should identify practical ways in which they intend to counter Islamophobia and anti-Muslim prejudice and racism. Practical opportunities might include the use of the following:

• assemblies;

• tutorial time;

• PSHE and citizenship lessons;

• counseling and advice facilities for pupils and staff;

• parental meetings home-school agreements;

• developing links with and support for parents, community and religious organizations to address the problem;

• staff INSET days.

How Schools and Colleges Can Challenge Islamophobia