Hampshire schools are fourth worst in the country for racist abuse by students

NEARLY 150 children were excluded from schools in Hampshire and Portsmouth for racist abuse.
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Data published by the Department for Education revealed that schools in England suspended or permanently excluded students 4,904 times for racist abuse in 2018-19 – the highest figure since records began in 2006.

In Hampshire, 128 students were temporarily excluded for racist abuse. That was up from 98 in the previous academic year.

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Portsmouth’s schools excluded students 18 times for racist abuse in 2018-19, up from nine in the previous academic year.

Hampshire is one of the worst places in the country for racism in schoolsHampshire is one of the worst places in the country for racism in schools
Hampshire is one of the worst places in the country for racism in schools

In the city, 17 were temporary and one was permanent.

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The figures include abuse by children at state-funded primary, secondary and special schools.

Angela Wright, education development lead at anti-hate crime charity Stop Hate UK, said targets for racist incidents are becoming increasingly younger.

She said: ‘It is important to remember that behind every hate incident is an individual and family that are affected.’

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She added that the charity has seen a desire among students to call out racism following the death of George Floyd in the United States of America.

Owen Jones, head of education at anti-racism group Hope Not Hate, said the number of racist abuse exclusions last year was ‘worrying’.

He also added that racist abuse is a greater concern in rural and coastal schools, which have mostly white student populations.

Kent was the area with the most exclusions due to racial abuse in 2018-19, with 166.

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A DfE spokesman said permanent exclusion should be a last resort.

He said: ‘We know that some pupils will return to school in September having experienced loss or adversity as a result of the coronavirus pandemic, which is why we have also provided guidance for school leaders on how to re-engage these pupils and create the right classroom environment to help them thrive.’

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