The English school system is failing black boys.

‍

Two important things have been released in the past week, in vastly different worlds, telling the same terrifying story in extremely different ways.

‍

Today, the Department for Education released national school exclusion data for the 2022-23 academic year. It shows - for another year in a list of many - that Gypsy Roma, Traveller of Irish Heritage, Black Caribbean and Black Carribbean/White Mixed students were disproportionately excluded at the highest rates by England and Wales’ school system. 

‍

In 2021, the Government’s Sewell Report was published by the Commission on Race and Ethnic Disparities, it found that “the causes for ethnic disparities in the rates of exclusions and suspensions are complex and multifaceted, and can not be reduced to structural racism and individual teacher bias.” We are calling for the Report to be reviewed so that it acknowledges the existence of structural racism and individual teacher bias and puts in place an action plan to eradicate both.

‍

Last Friday, rapper and actor Bashy released his album ‘Being Poor Is Expensive’. The seventh track on the album is entitled ‘How Black Men Lose Their Smile’ - it's a masterpiece of narrative storytelling and social commentary on structural racism in British schools and wider society. 

‍

Our Senior Policy Manager, James Reeves, has taken inspiration from some of his favourite podcasts (Dissect / Decode) to illustrate how the lyrics, viewed through the lens of the English school system, highlight the racist injustices, issues, and systemic failures experienced by Bashy.

‍

**** 

‍

How Black Men Lose Their Smile begins with a focus on the joy, play, dance, connection and safety that Bashy experienced at home. We’re invited into a happy childhood filled with love, encouragement, and a strong sense of identity.

‍

Everyone dancing, laughing loud

There was encouragement all around

Safe environment could be myself 

My hair in plaits, long as any girl’s

‍

But before we’re allowed to bask in this goodness and the importance of young people dancing together, Bashy reminds us of the influence environments and systems black boys’ interact with have on their character. 

‍

Got to school they said to take it out

That’s How Black Men Lose Their Smile

‍

In referencing his school’s pressure for conformity and their push for him to change his hairstyle, Bashy gives us his first insight into How Black Men Lose Their Smile - cultural erasure. Many FBB students have experienced similar challenges at school, which was one of the inspirations for FBB’s Hair Diaries project. 

‍

In the next verse, Bashy reflects on his own exclusion from school, when he describes 

‍

More advanced than my whole class

Learning at their pace slowed me down

Sped through work then would mess about

‍

he nods towards one of the biggest drivers of exclusions nationally; persistent disruptive behaviour. Persistent disruptive behaviour is the most commonly cited reason for exclusion from school, occurring in 48% of suspensions and 39% of permanent exclusions in the most recent data. It has been the most commonly cited reason for exclusion since records began. 

‍

They should’ve given me extra help

‍

Here, Bashy looks back and laments the lack of support he received at school. What does the evidence show can be achieved with extra help? In 2022-23, 93% of FBB participants finished the year in school. They were 9x more likely to achieve their GCSEs and their wellbeing significantly improved compared to other school based mental health interventions.¹ 

‍

Said i was troubled and kicked me out

‍

Bashy recounts being branded as 'troubled' - which could be interpreted as either having his problems thrust upon him or pathologized by a system meant to support him. Lacking adequate support in a system which induces problems, potentially pathologized by teachers, and excluded from school. Bashy’s journey mirrors many others within the dataset released today. 

‍

FBB staff have observed staff members and school leaders labelling young people with terms like ‘disruptive’, and ‘defiant’, or, as in Bashy’s case, 'troubled', across numerous settings. Nearly twenty years on since Bashy’s exclusion, in a recent headline in The Guardian, FBB young people were described as ‘troubled’ - indicating that this prejudice pervades the media landscape too. 

‍

The next verse continues it’s critique, highlighting a

‍

System set up for me to fail.

‍

Despite having his potential stifled by a lack of support and empathy from the education system, Bashy managed to forge a successful career. The reality for most students is much more bleak. Exclusions are inextricably linked to worse young people’s life outcomes². FBB’s vision is a system where every young person has a trusted adult who they can talk to when they are struggling at school. FBB estimates that the current system fails to provide a trusted adult for between 200,000 and 800,000 young people. 

‍

Didn’t share features with my teachers, that has effects on your sense of self 

That has effects on your mental health 

‍

Global majority people make up 35% of the student population, but only 15% of the teaching workforce. 60% of teachers are white. 86% of Senior Leaders in schools are white. People of colour apply to be teachers at higher rates than their white counterparts but have a higher rejection rate. They then drop out of teaching at a quicker rate³. There is a need to attract and train black talent within the wider recruitment and retention crisis. The lack of representation has consequences. 

‍

Teach us we didn’t build Egypt

That’s How Black Men Lose Their Smile

‍

Systemic racism and miseducation contribute to a sense of alienation and loss of pan-African identity. 90% of teachers who responded to a Government survey feel there should be a statutory requirement for all children to be taught explicitly about the history of Britain’s ethnic and cultural minorities, including Britain’s role in colonisation and the transatlantic slave trade’⁴

‍

If race is marginalized in our curriculum then our understanding of history is incomplete, and the stories of huge proportions of our population untold. The black British Historian David Olusoga has described history as a ‘soft play area’. It is a space for exploration where safe but difficult conversations are needed. Black history is British history. FBB teaches this history through our Gamechangers module, but national reform is needed. 

‍

In the next verse, Bashy describes one of the most important trusted adults in his life - his dad. He highlights his joy as a young man and then focuses on his frown to show his frustration at the world he inhabits.  

‍

So handsome happy and proud

Growing up I just saw him frown

‍

He then acknowledges his own journey from the uninhibited joy of youth to someone tired of the system and society

‍

At the time I couldn't comprehend

Life through the eyes of a juvenile 

I had to live. I understand it now 

‍

In this section of the song, Bashy acknowledges his and his dad’s exhaustion of fighting a continuous struggle against structural racism. A society which devalues black boys rather than treating them equitably has long-term effects on wellbeing⁵. Black children are most likely to experience adultification bias due to race, ethnicity and racism acting as compounding factors that hinder child protection responses and professional curiosity⁶. Acknowledgement of this finding from HM Inspectorate of Probation must form part of the new Government’s review into safeguarding assessments and accountability frameworks for schools. 

‍

Returning to How Black Men Lose Their Smile, Bashy continues to communicate how he felt like his life was under scrutiny.

‍

Feels like I live my whole life on trial

‍

We know that the school to prison pipeline is real. 9 in 10 young people in young offenders institutions have reported being permanently excluded or suspended from school⁷. Internal exclusion and alternative provision can be good practice in reducing and preventing permanent exclusion, provided it is done well in line with best practice evidence. NFER and The Difference have partnered to lead this research.

‍

The song then takes an important turn, identifying how prejudice affects minor interactions and how this escalates into criminalisation of black people. Escalation practice in schools is also a huge issue with regards to exclusions. With trusted adults in place at school, we could mitigate the possibility of escalation through mediation, ensuring that a lead professional with adequate contextual safeguarding information can inform decisions. At a national level we know that having someone to rely on in times of trouble is the second biggest explainer of wellbeing between high and low wellbeing countries after finances/physical health⁸. 

‍

Karen’s scared weaponizing fear

Phones come out and then police get dialled

That’s how little white lies can kill 

‍

Racial bias and fear has grave consequences for young black men. Structural racism in the police is well documented⁹ and a new version of the Sewell Report must investigate structural racism in the English school system. WIthout action now, there could be grave consequences. 

‍

That’s How Black Men Lose Their Smile

That’s How Black Men Lose Their Life 

‍

The horrible reality of where exclusion outcomes can lead if the system fails to protect young people. Bashy plays on this, referencing the old adage of the twin possibilities of the roads.

‍

Him or I, I must protect myself 

I’m going grave or I’m going jail 

‍

7/10 children who admit to perpetrating violence say that they did so because they were ‘provoked’¹⁰. The evidence is clear on what’s needed to prevent these situations developing - keep children in school, provide them with trusted adults, develop their social and emotional skills and target support in the areas and times where violence occurs¹¹. 

‍

The next section of the song depicts the pain faced by Bashy's Grandad.

‍

Saw my grandad old and frail 

Face turned hard from the pain he felt

No complaints 

Played the hand he’s dealt

‍

Generational trauma exists. The experiences of the trusted male adults in Bashy’s life are heavy, but it becomes clear that acknowledging history and learning from them helps him to develop cultural competency, social awareness and resilience - skills that all young people need. 

‍

Told me his story it made me cry

Told me his story it made me melt 

‍

In these lines, Bashy highlights how he found strength in vulnerability when it was contained and guided by one of the trusted adults in his life.

‍

The song then begins to build towards its positive and inspiring crescendo, but not before Bashy again highlights black people’s sense of collective trauma and how it is combated by pride and determination to rise above hate in all its forms. 

‍

Had genocide

Been terrorised

Been scrutinised 

Been brutalised

Been ghettoised

Been sexualised

Been sterylised 

Been plagiarised

Unrecognised

Been jeapordised

Been tyrannised

Been trivialised

Been stigmatised 

Been Ostracised

Demoralised

Dehumanised

Traumatised but full of pride

‍

To finish his masterpiece, Bashy samples the UK garage classic ‘Battle’ by Wookie featuring Lain Gray.. 

‍

Every day is like a battle, that we’ll overcome 

When we get back in the saddle, faith will bring us home 

‍

The song finishes with a message of hope and faith in overcoming collective struggles and finding a way home, symbolising peace and self-acceptance, and his desire to return to the feelings conjured in the first verse of the song. 

‍

There is so much work to be done to ensure that schools feel more like home for young people. A place where young people can thrive. Where young people experience the positive feelings Bashy expertly communicates in his opening verse. 

‍

FBB’s impact shows that cultivating trusted adult relationships drives excellence and achievement. Evidence shows this works to reduce serious youth violence. We want to build a system where every young person has a trusted adult relationship at school who they can talk to when they’re struggling. 

‍

Ending the disproportionate exclusions of Black Caribbean and Black Caribbean/White children and Gyspy, Roma and Traveller of Irish Heritage children in school is one of the biggest challenges we want to overcome with this strategy. 

‍

Music and Football are two universal languages that can accelerate this journey, but relationships are the key to unlocking the potential of every young person. Bashy’s relationships with the adults in his life have clearly been profoundly important for his success and sense of identity. 

‍

787,000 suspensions and 9,400 permanent exclusions. The highest annual number of permanent exclusions ever recorded. FBB believes we can buck this trend by providing trusted adults at school for every vulnerable young person. Until we do, we will keep battling - until faith brings us home. 

‍

Actions for change

• Specialist and targeted trusted adult support for vulnerable young people to help improve behaviour in schools. 
• Culturally competent and therapeutically informed mental health support for children and young people and teachers. 
• Drive out pathological descriptions of young people, particularly those from racially minoritised groups, from the lexicon and replace them with asset-based language and terminology. 
• Spread best practice on Internal Alternative Provision to prevent permanent exclusion. 
• Improve recruitment, training and development of teachers and wider school workforces with an explicit focus on building trusted adult relationships across the system. This will be a system which views everything through the lens of the quality of the relationships which schools are offering to their most vulnerable young people. This system would:

1. Ensure accountability for schools and MATs around the extent to which they were providing every young person with a trusted adult relationship
2. Train all staff - teachers, leaders, support staff - in the fundamentals of relational practice, with an explicit focus on Trauma-Informed work. 
3. Provide professional supervisory support to all staff to develop their ability to be a trusted adult relationship to their vulnerable students
4. Develop a specialist youth and pastoral workforce with the skills and life experiences to be consistent, trusted, relatable adult relationship to vulnerable students
5. Explicitly teach young people the social and emotional skills necessary for forming positive, trusting relationships with peers and adults

References

1. Cheng, Q., & Humphrey, N. (2024, January 25). Preliminary Evaluation of a Targeted, School-Based Social and Emotional Learning Intervention for At Risk Youth: Football Beyond Borders. https://doi.org/10.31234/osf.io/ph3vs
2. Timpson Review.
3. Ethnic diversity in the teaching workforce: evidence review. NFER & Mission44: https://www.nfer.ac.uk/publications/ethnic-diversity-in-the-teaching-workforce-evidence-review/
4. https://committees.parliament.uk/writtenevidence/23085/default/
5. Black men are far more likely than others to be diagnosed with severe mental health problems. They're also more likely to be sectioned under the Mental Health Act: https://www.mind.org.uk/about-us/our-policy-work/equality-and-human-rights/young-black-men/
6. Adultification bias within child protection and safeguarding. Davis, 2019; Davis and Marsh, 2020, 2022; Farrer, 2022. Accessed here.
7. Prison Reform Trust. Accessed here.
8. What Works Centre for Wellbeing. Accessed here.
9. An independent review into the standards of behaviour and internal culture of the Metropolitan Police Service. Baroness Casey of Blackstock DBE CB. March 2023. Accessed here.
10. Education, Children and Violence. Youth Endowment Fund. Accessed here.
11. Ibid
12. How Parents’ Trauma Leaves Biological Traces in Children. Accessed here.

‍

Written by James Reeves - Senior Policy Manager at Football Beyond Borders

‍

Listen to Bashy - How Black Men Lose Their Smile 

‍

Listen to Bashy ‘Being Poor Is Expensive’ on all platforms now. 

‍

Read the national exclusions data

‍