Briefing

Report launch: Lived Experiences of Black/Global Majority Disabled Pupils and their Families in Mainstream Education

On Thursday 25th April ALLFIE will release the research report ‘The Lived Experiences of Black/Global Majority Disabled Pupils and their Families in Mainstream Education’. We invite you to join our online launch, where we’ll share the report and other media including video and illustrations.

 

Illustrated image of the report ‘Lived Experience of Black/Global Majority Disabled Pupils and their Families in Mainstream Education by ALLFIE, April 2024. The image is designed in the style of Kente cloth, which originated in West Africa. It features a square design divided into six equal sections, three at the top and three at the bottom. The top middle section reads “The Intersection of Race and Disability” is surrounded by a series of step-like symbols. Top left section reads “Address Trauma from Separation” and shows four small illustrations of Black/Global Majority People experiencing trauma through being separated. In the top right section, reads “Choice and Control – Fund DPOs – Advocacy for EHCPs” and small illustrations of two people creating a plan, a bag of money, a person thinking “my support” and a task list. Bottom left reads “Diversify Workforce, Diversify Curriculum” and shows small illustrations of a person reading against a rainbow map of the world, and three Black/Global majority Disabled people. The bottom middle section reads “Cross Movement Campaigns, Educational Justice and Data” and shows illustrations of different people doing different activities, i.e. reading a screen, speaking, childcare with love, hugging, playing the guitar. The bottom right section reads “collaborations between movements, disability justice – racial justice” and shows an illustration of a hand holding a protest banner with a wheelchair symbol on it, next to this is two hands doing sign language and a head showing a brain.

On Thursday 25th April ALLFIE will release the research report ‘The Lived Experiences of Black/Global Majority Disabled Pupils and their Families in Mainstream Education’. We invite you to join our online launch, where we’ll be sharing the report in accessible formats including easy read, and other media including video and unique illustrations in the style of Kente cloth:

What is the report about?

This research is about the lived education experiences of Black/Global Majority Disabled pupils and their parents. It explores experiences of mainstream school placement, participation, support and attitudes of school staff. The research found there is inadequate support for Black/Global Majority Disabled pupils and their families in terms of advocacy, peer support to share information and provide clarity on entitlement, help to empower them and protect children’s right to mainstream education.

The research is rooted in social justice principles reflected in the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) regarding Inclusive Education, an intersectional approach, lived experiences, and the social model of disability. It was resourced by the Runnymede Trust and produced by a collective of Black/Global Majority Disabled individuals, including Dr Navin Kikabhai, ALLFIE Chairperson, who stated:

“We envision this research as a powerful tool to drive the campaign for inclusive education forward, ensuring that no one is left behind. Our collective social justice efforts must confront intersectional erasure head-on.”

Report findings

Research data was collected via focus group interviews with Disabled young people/children aged 11-16, and parents of Black / Global Majority Disabled pupils/young people. Analysis discovered there is inadequate support in terms of advocacy, peer support to share information and provide clarity on entitlement, help to empower them and protect children’s right to mainstream education.

Report recommendations

The report makes six recommendations and ways to address the findings, including to:

  1. Improve understanding and recognition of intersectional identities
  2. Tackle the trauma experienced through grouping and separation
  3. Promote independence, choice and control in EHCPs
  4. Challenge negative attitudes and promote positive representation
  5. Expose harmful disciplinary procedures and surveillance
  6. Challenge segregation, promote participation

Collaborative Co-production

On the process and production, ALLFIE’s Director, Michelle Daley, stated:

“The writing of this report was made possible through unity and collective action of activists committed to inclusive education as a human rights issue for everyone. ALLFIE extends its gratitude to the children and their families, ALLFIE’s Disabled Black Lives Matter, staff, Trustees, The Runnymede Trust for resourcing the research, every radical body and mind who contributed from the initiation to completion of this necessary endeavour.”

The report was written by Dr Navin Kikabhai, Dr Themesa Y Neckles, Tasnim Hassan, Michelle Daley, Saâdia Neilson, Iyiola Olafimihan, and Okha Walcott-Johnson for the Alliance for Inclusive Education (ALLFIE). Funded by the Runnymede Trust and supported by Disabled Black Lives Matter. Illustrations by Pen Mendonca 2024. Report design by Stephen Lee Hodgkins 2024.

Media enquiries

To request the embargoed press release please email catherine.bebbington@allfie.org.uk

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