DARPL (Diversity and Anti-Racism Professional Learning) and Swansea Council’s Education Directorate have recently collaborated on one of the most detailed recent explorations of how global majority learners in Wales experience belonging, representation, and racism within their school communities.
Conducted across nine primary and secondary schools, the study foregrounds the voices of 92 pupils and parents, generating rich qualitative insights into how anti-racist professional learning is translating into everyday practice and experiences across the region. The local authority and schools involved have invested commitments to anti-racism.
The research was designed in response to a growing recognition that one-off professional learning alone, cannot create the systemic cultural change required to embed anti-racism in Welsh schools towards the realisation of Curriculum for Wales and Anti-Racist Wales Action Plan. Instead, continuous professional learning, whole-school and whole-learning-community approaches, sustained leadership development, contextualised policy development and meaningful pupil and parent involvement are crucial for creating environments where every learner (children and adults) feels safe, valued, included, confident and competent. The research participants heartfelt and courageous reflections pave the way to regional and pan-Wales professional learning pathways in current and future DARPL provision.
Critical issues explored included:
Belonging within the school environment, relationships with teachers and peers, and a sense of safety contribute to a powerful school-based sense of community. Belonging beyond the school gates was also discussed by participants focusing on feelings of belonging and connectedness to the local community, Swansea, Wales and the wider World. Conversations around navigating multiple cultural frames, identities and cynefin (place of belonging), especially with regards to the curriculum provided rich data and bold perspectives through reflection on lived experience.
The perpetuating issues of racism in schools where racist language, stereotypes, and micro-aggressions were frequently normalised as ‘banter’ was discussed amongst the participant groups as well. The participants spotlighted strategies in schools which are developing positively to respond to and eradicate racism whilst in contrast some deep sadness about racism experienced. Discussions with parents revolved around Islamophobia, and cultural invisibility, with discussions about the wider social contexts that shape learners’ experiences.
Positive examples of Anti-Racist practice and Black, Asian and Minority Ethnic perspectives in school culture and curriculum were talked about within the research conversations. In contrast, improvement needs and opportunities for future developments came through such as issues with tokenism and missing stories as well as discussions around consistent and creative curriculum development, ideas around authentic representations, and drawing on experiences in the wider community in Wales and the World.
Next steps in dissemination and impact:
• Spring 2026 – the full report will be published.
• Summer 2026 – there will be Regional and National report dissemination event
• Autumn 2026 – contextual professional learning programme derived from the research will commence.
• Future – papers and presentations longer term.
The research team:
Chantelle Haughton, Leon Andrews, Pam Cole (Swansea LA), Emma Godman, Dr Susan Davis.
In Image: Connor Allen, Professor Charlotte Williams, Chantelle Haughton, Dr Kevin Palmer