Written by Amelia Hall, BA (Hons) Working and Teaching in the Early Years
Amelia Hall is a Year 3 student on the BA (Hons) Working and Teaching in the Early Years programme at Edge Hill University
When children first step into their classroom, they should feel safe, included, and celebrated. But for many Black and minority ethnic children, their first steps into education are shadowed by unconscious racial bias, a silent barrier that shapes their first experiences and limits their potential (Benson and Fiarman, 2020).
Between 2016 and 202, over 60,000 racist incidents were reported in British schools. Nearly half of young Black people say racism is the biggest barrier to success (Daby, 2024). Furthermore, they feel their teachers’ perceptions of them are often the greatest obstacle (Lewis, Roberts and Long, 2024). Specifically, Stirling-Cameron et al. (2023) touches on the early years stating that nearly every parent within Early childhood education could recall a racist incident that impacted their child or another person’s childhood within the early years, this could be through hate speech or implicit biases. These statistics, rooted in systemic oppression and inequality, inspired me to create a campaign tackling racial unconscious bias within the early years.
What Is an unconscious bias and why does it matter in early childhood?
Unconscious bias refers to the ingrained stereotypes or attitudes we hold without even realizing. These biases can be shaped by our culture, background, and personal experiences, and can affect how we view the world and how we treat others (Staats, 2015). In early years education, this unconscious bias can shape how teachers respond and interact with children, whose strengths they nurture, and who they view as more “challenging” (Oberai and Anand, 2018).
Black and minority ethnic children as young as four can be seen to already be absorbing and perpetuating these biases that are created about them within society. A certain study known as the Doll Test performed by Kenneth and Mammie Clark in the 1940s explored giving black children 2 identical dolls only varying in skin colour, the children were then asked questions such as “which doll is the prettiest” “Which doll is smarter” “Which doll is bad”, this study observed that the children linked the positive attributes to the white doll and the negative ones with the black doll. These findings highlight the unconscious bias that children from a young age face and are displaying themselves. It seeks to represent society and examine how black, and minority ethnic children are influenced in their judgment about themselves, their self-esteem, and their worth due to the biases that are upheld within society (Legal Defense Fund, 2024). This study played a major part in the US supreme court case of Brown vs Board of education, which sought to overturn segregation within schools, and concluded that racial segregation within public schools is unconstitutional and therefor separate educational facilities are inherently unequal (United States Courts, 2024). This study reflects the attitudes and opinions that even young children internalise.
The history of racism within our classrooms
To observe and grasp the biases within today’s education and society, we must look back at the historical significance behind it. Within the UK racial discrimination was only dismantled in 1965, despite racial discrimination being abolished the legacy and effect of inequality persists. These systemic and societal issues are associated with Theorist Claude Levi-Strauss’s (1949) idea of structuralism, this observes the idea that structuralism can be being defined as an examination on human behaviour, culture and experiences (Petrilli, 2013). Schrift (2013) examines Claude Lévi-Strauss (1949) theory by looking at his view that the structure of society can be seen directly through patterns in beliefs and the behaviours of certain people, these behaviours highlight the structure behind how this unconscious bias regulates human behaviour and perspectives. These structures can reveal tensions in society in the same way this unconscious bias upholds the tension and segregation in society.
This theory solidifies the strength of my campaign logo of a knot; the image of the knot is relevant and powerful as it represents two meanings the first one symbolising the tension in society and education that racism and unconscious biases provokes. However, the meaning of my symbol extends beyond this and furthermore embodies the metaphorical value of the rope. Throughout the rope the knot is the one thing that separates the two sides, just as the racial unconscious bias is representative of the knot in society separating each side and serving as one of the factors contributing to inequality in society and education for children.
About this campaign
My campaign focuses on Black and minority ethnic children in the Early Years, a topic that is often overlooked when it comes to education and training. My campaign aims to start conversations and advocate for real, systemic and regulatory change. While larger campaigns exist, such as PARCs campaign. They address inequalities within education throughout all age ranges looking at diversifying the curriculum and representing society within the staff cohort. (PARC, 2023). However very few directly address racial unconscious bias in the early years, this gap shows why our initiative is urgently needed.
Policy and practical solutions
Educational policies such as the Early Years Foundation Stage (EYFS) and the Equality Act (2010) support inclusive practice, however substantial gaps remain within these. The EYFS promotes equal opportunity, yet it doesn’t adequately address racial bias, unconscious or not (Department for Education, 2024). Similarly, while the UN Convention on the Rights of the Child (UNICEF, 2022) outlines the rights of every child regardless of race, abilities or religion, this convention is universal and can help parents, practitioners and government bodies to work together for children to fully exercise their rights. While this calls for freedom from discrimination, more proactive action is required to make this a reality.
Here’s what my campaign proposes:
- Diversity training: Training for practitioners and parents that goes beyond the tick box sessions, training that’s embedded, ongoing, and reflective.
- Diverse classroom materials: Books, toys, and stories that represent children of all backgrounds and reflect the class that uses them.
- Black and minority ethnic educators: Educators who can relate to and support children in meaningful and personal ways.
- Open conversations: Conversations with children about race, diversity and differences, instead of avoiding these crucial topics.
Blessing et al. (2024) research supports the claims and proposals I make within my campaign adding that the experience of an inclusive classroom fosters greater feelings of safety and motivation.
Change takes more than awareness
While awareness is the first step to tackling the structure of unconscious biases within Early Education, real change takes time, persistence, and structural transformation. As Emberton (2021) observes it, an unconscious bias is a human condition however it is one we can confront and overcome. It’s not enough for just practitioners to recognize this bias, institutions must also support them in challenging it with commitment, funding, training.
Looking forward: locally and globally
Unconscious racial bias isn’t just a problem within the United Kingdom it’s a global problem. A study across 146 countries found that over two-thirds showed a preference leaning towards a white ethnic background. Tackling this issue in early education is not just about fairness, it’s about shaping a future where every child has a genuine opportunity to thrive (Coutts, 2020).
My campaign may be a small start or a bit of information, but it’s a necessary one. Real change begins with the people who shape children’s earliest experiences parents, teachers and caregivers. With a togetherness approach, we can create a learning environment where all children feel seen, supported, and valued.
References
BENSON, T.A. and FIARMAN, S.E., 2020. Unconscious Bias in Schools. Harvard Education Press.
BLESSING, N., TOCHI, S., EGWIM, E., NONE ABEL OMOROTIONMWAN, and NONE PHILIP MAKINDE, 2024. Impact of racial representation in curriculum content on student identity and performance. World Journal of Advanced Research and Reviews. 23 (1), pp. 2913–2933.
COUTTS, A., 2020. Racial bias around the world [online]. Available from: https://alexandercoutts.com/coutts_racialbias.pdf.
DABY, J., 2024. Racial Discrimination in Schools – Hansard – UK Parliament. Parliament.uk [online]. Available from:
DEPARTMENT FOR EDUCATION, 2024. Early Years Foundation Stage Statutory Framework for Group and school-based Providers Setting the Standards for learning, Development and Care for Children from Birth to Five [online]. Available from: https://assets.publishing.service.gov.uk/media/670fa42a30536cb92748328f/EYFS_statutory_framework_for_group_and_school_-_based_providers.pdf.
EMBERTON, M., 2021. Unconscious Bias Is a Human Condition. The Permanente Journal [online]. 25 (25). Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8784036/.
EQUALITY ACT, 2010. Equality Act 2010. Legislation.gov.uk [online]. Available from: https://www.legislation.gov.uk/ukpga/2010/15/contents.
LEGAL DEFENSE FUND, 2024. Brown v. Board: The Significance of the ‘Doll Test’. NAACP Legal Defense and Educational Fund [online]. Available from: https://www.naacpldf.org/brown-vs-board/significance-doll-test/.
LEWIS, A., ROBERTS, N., and LONG, R., 2024. Racial discrimination in schools. House of Commons Library [online]. Available from: https://commonslibrary.parliament.uk/research-briefings/cdp-2023-0049/.
OBERAI, H. and ANAND, I.M., 2018. Unconscious bias: Thinking without Thinking. Human Resource Management International Digest [online]. 26 (6), pp. 14–17. Available from: https://www.emerald.com/insight/content/doi/10.1108/HRMID-05-2018-0102/full/html.
PARC, 2023. Campaigns – Parents Action & Resource Centre. Parentsactionresource.org.uk [online]. Available from: https://parentsactionresource.org.uk/campaigns/ [Accessed 27 September 2025].
PETRILLI, S., 2013. Structuralism – an overview | ScienceDirect Topics. Sciencedirect.com [online]. Available from: https://www.sciencedirect.com/topics/social-sciences/structuralism.
SCHRIFT, A.D., 2013. The history of continental philosophy. Durham: Acumen.
STAATS, C., 2015. Understanding Implicit Bias What Educators Should Know [online]. Available from: https://files.eric.ed.gov/fulltext/EJ1086492.pdf.
STIRLING-CAMERON, E., HICKENS, N., WATSON, C., HAMILTON-HINCH, B., PIMENTEL, M., and MCISAAC, J.-L.D., 2023. Anti-Black racism in the early years: the experiences of Black families and early childhood educators in Nova Scotia. Health promotion and chronic disease prevention in Canada [online]. 43 (8), pp. 355–364. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10516596/ [Accessed 25 Sept 2025].
UNICEF., 2022. UN Convention on the Rights of the Child (UNCRC). 1989 [online]. Available from: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/.
UNITED STATES COURTS, 2024. History – Brown v. Board of Education Re-enactment. United States Courts [online]. Available from: https://www.uscourts.gov/about-federal-courts/educational-resources/educational-activities/brown-v-board-education-re-enactment/history-brown-v-board-education-re-enactment.
