Blog 3: Race (On Your Marks, Get Set, Can’t Go) 

Tackling hidden biases requires commitments at all levels of the education system. The Channel 4 clip “Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism” provides a striking and accessible illustration of how systemic inequalities shape opportunities from an early age, all within just under five minutes. In the exercise, the children’s starting positions in a race are determined by their responses to a series of statements reflecting their lived experiences. These responses reveal advantages or disadvantages linked to racial background. As the activity unfolds, it exposes the “invisible leg up” that some students experience. In this instance, it becomes apparent that this advantage predominantly favours white students.

At the outset, all students appear enthusiastic and eager to participate. However, as the exercise continues, the excitement of Black and Brown students gradually disappears  as the institutional barriers they face become evident. This shift demonstrates how systemic inequality can undermine confidence and engagement, even in settings that seem playful.

As one of the facilitators explains, white privilege should not be confused with wealth; rather, it reflects the “absence of having to live with the consequences of racism” (Channel 4 Entertainment, 2020). This distinction is crucial for understanding how systemic inequities operate within education. Such inequalities are not always overt or immediately visible, yet they profoundly shape classroom interactions, teacher expectations, peer relationships, and long-term educational trajectories.

Navigating educational spaces that were not designed with me in mind, I became increasingly aware of how opportunity was unevenly distributed, both for myself and for my Black peers. While we were often encouraged to draw on our lived experiences, this encouragement frequently became a limitation rather than an opportunity for intellectual growth. I was discouraged from exploring a wider range of project themes and subtly guided towards topics deemed more “appropriate” for my identity. Being repeatedly directed towards Black-related subject matter reinforced the expectation that my contributions should be rooted always in racial experiences, rather than other intellectual curiosities or creative exploration.

In contrast, white students appeared to experience education as a space of boundless possibility, where ambition expanded. This disparity reflects a wider structural reality in which the “sky is the limit” for some, while others encounter invisible ceilings shaped by institutional bias.

Wong, Elmorally, Copsey‑Blake, Highwood and Singarayer (2021) found that students of colour in UK universities frequently reported feeling “othered” in the classroom, facing subtle marginalisation that affected their engagement, confidence, and sense of belonging. These structural and interpersonal inequities from exclusion in discussions to assumptions about interests and ability demonstrate that inequality is rarely overt, yet it systematically disadvantages students from minority backgrounds. This research reinforces my observation that educational systems, from primary to higher education, can unintentionally restrict agency and opportunity for Black and Brown students while normalising advantages for others.

This framing strongly resonates with Rihanna’s speech at the NAACP Image Awards, in which she stated, “We have been denied opportunities since the beginning of time, and still we prevail” (BETNetworks, 2020). She goes on to emphasise that addressing these injustices is not the responsibility of a single individual or community; rather, we all share a collective duty to challenge inequality and work towards a fairer society. In the context of education, this message is particularly pertinent: it is not enough for students from marginalised backgrounds to “prevail” on their own. Educators, institutions, policymakers, and peers all have a role to play in dismantling barriers, expanding opportunities, and creating learning environments in which every student can thrive.

Circling back to the Channel 4 clip, I observed that white students were afforded very little opportunity to share their perspectives on the activity. As a result, much of the emotional labour of reflection appeared to rest on Black and Brown students, who were already positioned at a disadvantage. One student even described feeling “frustrated and annoyed,” highlighting the emotional weight that such exercises can place on those directly affected by systemic inequities (Channel 4 Entertainment, 2020).

This absence can be understood as a metaphor for how inequality is often framed within educational spaces: it becomes perceived as a “Black or Brown issue,” rather than a systemic problem requiring collective awareness and shared responsibility. As Rihanna reminds us, this cannot simply be a “Black people problem” or a “poor people problem”; and that “it’s not bigger than us” (BETNetworks, 2020). Her words emphasise the importance of collective action.

To address these disparities, educational spaces must intentionally redistribute opportunities for voice and reflection. Teachers could actively invite all students to articulate their perspectives, ensuring that those not typically positioned at a disadvantage are also engaged in critical reflection. Curriculum should be inclusive, encouraging exploration beyond racial or personal experience, so all students can expand knowledge, critical thinking, and creativity. At an institutional level, policies must be deliberate, consistently applied, and regularly reviewed to support equitable outcomes for all learners.

Taken together, the Channel 4 exercise, my personal experience, and Rihanna’s speech highlight the need to shift responsibility within educational spaces. Anti-racist practice cannot rely solely on the resilience of marginalised students or isolated moments of awareness. Instead, it requires intentional reflection, redistribution of voice, and accountability across the entire learning community, alongside actionable, monitored policies that provide meaningful support.

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