Schools can play a strong role in healing a nation left divided after the Brexit vote, riots and terror attacks, according to a report published today.
Schools are “uniquely placed” to address the UK’s social rifts and “mend broken bridges between communities”, thinktank LKMco has concluded.
The report says schools can act as safe spaces for pupils to form relationships with people from other cultures and keep them safe from bullying. They can also strengthen social cohesion by increasing pupils’ general knowledge and understanding of current affairs, and provide opportunities for children from a range of socio-economic and ethnic backgrounds, it states.
The report said: “The recent ‘Brexit’ vote precipitated a flurry of concerns regarding a divided nation…Cohesion also topped the agenda following riots and disturbances in 2001 and 2011.
“Concerns about immigration, racism, and the 9/11 and 7/7 terrorist attacks too exacerbated fears around extremist ideologies and the radicalisation of young people.”
It adds: “Schools are uniquely placed to develop social cohesion - but co-operation from many other stakeholders is equally important and poverty undermines cohesion.”
It provides examples of work being done in schools to address the resulting social rifts. For example, Kirklees Council arranged for an Israeli conscientious objector to visit a predominantly Muslim girls’ school.
‘Breaking misconceptions’
Other suggestions in the report include visiting a Polish shop “to talk to the shopkeeper and learn about their experience coming to the UK”, and bringing an asylum seeker into school to “break misconceptions”.
Can Schools Make Our Society More Cohesive? also supports comprehensive schooling, on the basis that “ethnically and socio-economically mixed schools improve social cohesion”.
The report drew on the findings of a panel of education experts comprising a headteacher, a deputy head, National Association of Head Teachers general secretary Russell Hobby, and a council officer who works with schools.
One of the panel members, Rebecca Parrett, deputy head of The Connaught School in Hampshire, said: “I’m a teacher, I’m not necessarily there to teach social cohesion.
“But if I don’t - we’ve all been on the receiving end of disputes between families or factions in the community that have spilled over into school.”
The report highlighted research showing that schools were less confident in their understanding of the government’s Prevent strategy, which is aimed at identifying and reducing radicalisation among pupils, compared to their statutory duty for community cohesion.
Schools say senior leaders and staff need more training in preventing violent extremism, the report said. Most training in this area is focused on senior leadership, it added.
It said: “Part of the problem may be a lack of awareness of existing resources relating to cohesion…Initial Teacher Training and continuing professional development therefore play a vital role.”
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