"I'm just trying to prove them wrong": Roma children’s experiences in a secondary school with targeted cultural support

Roma children continue to experience the lowest educational outcomes and the highest rates of suspensions and exclusions, contributing to significant social inequalities. This research aims to develop an understanding of Roma children’s experiences of secondary school education and how their cultural identity influences these experiences. The study adopts a qualitative approach, using semi-structured interviews with Roma secondary school students. Reflexive Thematic Analysis was used to interpret the data. The findings show that targeted cultural support, with a strong focus on building relationships, fosters social inclusion and creates a more positive school experience for Roma students. Key aspects of Roma students’ experiences include facing racism and discrimination, the importance of cultural and ethnic identity, the value of relationships and community, experiences of social and academic pressure, challenges around managing well-being, and the dreams, aspirations, and interests they hold for their future. Educational Psychologists play an important role in supporting schools with anti-racist and inclusive practice. Fostering inclusion for Roma children and young people involves recognising Roma heritage and culture, increasing the visibility and representation of Roma people in school, employing designated Roma support workers, and building positive relationships between Roma children, their peers and school staff. The study highlights the need for a whole-school approach where all staff are knowledgeable and sensitive to Roma students’ needs and backgrounds. The research highlights the need to expand support for Roma children in secondary schools, suggesting that Educational Psychologists are well-positioned to guide this work. By working closely with schools, Educational Psychologists can help address inequalities and promote a more inclusive, culturally aware school environment.