“They didn’t take it seriously”: a qualitative exploration of Black students’ experiences of navigating racism in UK education systems

Background: Racism within schools in England represents a significant yet insufficiently addressed form of institutional harm. Black students experience racism within educational settings during critical stages of identity development, with implications for psychological well-being, sense of belonging, and academic engagement. Despite statutory equality policies, little research has centred on Black students’ perspectives on how racism is navigated within school systems, particularly in relation to formal reporting processes and institutional accountability. Aims and Methodology: A critical realist qualitative framework was used, employing reflexive thematic analysis, to explore the impact of school-based racism on Black students aged 13–18; to examine their relationships with formal reporting channels; and to identify student-informed priorities for institutional change. Semi-structured interviews and focus group discussions were conducted with a purposive sample of 26 Black young people. Findings: The findings highlight how racialised stereotypes positioned Black students as risky, disruptive, or less deserving of psychological understanding. Participants described engaging in calculated self-protection, including emotional suppression, behavioural monitoring, and relational withdrawal, to navigate racism in school environments. Institutional responses to racial harm were frequently experienced as ambiguous, minimising, or unclear, contributing to epistemic uncertainty and fractured trust. At the same time, young people articulated psychologically informed visions of change, emphasising relational safety, racial literacy, culturally responsive safeguarding, increased representation and whole-school accountability. Conclusions: This research positions racial harm in schools as an institutional process rather than isolated interpersonal incidents. By centring Black students’ voices, the study highlights the gap between anti-racist policy commitments and lived implementation. The recommendations discuss advancement for systemic reform across school policy, reporting mechanisms, safeguarding practices, and staff training to prevent racial harm and rebuild institutional trust.