Preventing and Addressing Racism in Schools

Key terminology and examples of forms of racism

The Australian Human Rights Commission (AHRC) defines racism as follows:

Racism takes many forms and can happen in numerous places. It includes prejudice, discrimination or hatred directed at someone because of their colour, ethnicity or national origin. People often associate racism with acts of abuse or harassment. However, it does not need to involve violent or intimidating behaviour.

Racism can be revealed through people’s actions as well as their attitudes. It can also be reflected in systems and institutions that operate in ways that lead to unequal outcomes. Racism is more than just words, beliefs and actions. It includes all the barriers that prevent people from enjoying dignity and equality because of their race.’

Australian Human Rights Commission (2021), Racism. Nobody wins: Definitions of key terms, Australian Human Rights Commission, accessed 3 June 2025.

This policy aims to support schools to implement anti-racism approaches. Anti-racism is an active process, requiring consistent, committed and targeted action and attention, with a focus on systemic racism.

Different forms of racism include:

• interpersonal racism – racism between individuals (students, staff, families, carers and members of the school community). This can occur in person or online
• systemic racism – structures, systems, policies, processes and practices that are inherently biased
• unconscious bias – a common type of racism where learned assumptions, beliefs or attitudes about people or groups of people are held without awareness
• racial or religious vilification – a behaviour that incites hatred, serious contempt, revulsion or severe ridicule for a person or group of people, because of their race or religion
• racist bullying – repeated, deliberate and ongoing behaviour that belittles, mocks, intimidates, vilifies or shames someone because of their physical appearance, ethnic background, religious or cultural practices, and/or the way they talk or dress
• cultural tokenism – occurs when aspects of cultures are acknowledged superficially or because we have to. Even when well-intentioned, cultural tokenism oversimplifies cultural differences and at its worst can exacerbate existing stereotypes and prejudices about certain cultural groups
• colourism – the dislike, unfair treatment or assumptions made about a person or group of people because of the tone of their skin. Colourism can include prejudice against people with darker or lighter skin tones. For example, this is particularly important for First Nations students who may be told they are not Aboriginal because they have fair skin.

Religious discrimination or intolerance is another form of prejudice, similar to racism. It occurs when someone is treated unequally or differently because of their religious beliefs or activities. Some forms of religious discrimination or intolerance can be concurrent with racism, including Islamophobia and antisemitism.

Intersectionality refers to the way in which different aspects of a person’s identity can expose them to overlapping forms of discrimination and marginalisation. For example, a female Muslim student that wears a hijab may experience elevated levels of discrimination because of their gender and their religion. For more information refer to Understanding intersectionality.

Examples of interpersonal racism at school may be overt or subtle (such as unconscious bias), and may include:

• behaviours that communicate negative attitudes toward students of a certain cultural or religious background, including name-calling and racist slurs, or comments or jokes about cultural or religious dress and practices
• exclusion of students from certain cultural backgrounds from social activities, sports or events, for example:
  • students who speak English as an Additional Language (EAL) being excluded from sports teams due to language barriers or cultural differences
  • scheduling important events during cultural and religious holidays, leaving some students unable to participate
  • students from certain cultural backgrounds feeling excluded in school programs or school groups due to unconscious bias or stereotyping, where their ideas and contributions are undervalued or dismissed
• staff making assumptions about the abilities or potential of a student, based on their cultural background
• discipline being applied differently for students from different cultural backgrounds, and/or a lack of understanding and cultural awareness regarding how students, families and carers may perceive and experience consequences arising from school disciplinary action
• staff not recognising or valuing the unique knowledge, language, values and skills of First Nations students and students from culturally, linguistically and religiously diverse backgrounds
• staff placing expectations on other staff or students of culturally, linguistically and religiously diverse backgrounds to be the spokesperson of their community, share lived experiences and educate others about their culture (this is often known as ‘cultural load’).

Examples of systemic racism at school may include:

• cultural bias, stereotypes and colonial perspectives influencing how schools address or respond to racism, perpetuating exclusion and culturally unsafe practices
• bias and underrepresentation or exclusion of diverse voices and perspectives in school procedures, practices and curriculum. For example, if euro-centric texts and histories are over-represented and First Nations, culturally, linguistically and religiously diverse histories and cultures are excluded or overlooked
• lack of understanding or sensitivity in the way different cultures, religions or revered religious figures are discussed or presented
• recruitment processes that lead to an underrepresentation of diverse cultures and faiths in school staff, including teaching and leadership roles
• dress code policies that restrict cultural expression, such as hairstyles, clothing, or religious symbols. The department’s Student Dress Code policy provides guidance on consulting with staff, students, families, carers and communities when developing a local school-based dress code policy, and ensuring that school dress codes comply with anti-discrimination legislation.

Examples of racial or religious vilification at school may include:

• repeated and serious spoken abuse about the race or religion of another student
• speaking about a student or group of students’ race and/or religion in a way that could make other people hate or ridicule them
• threatening, encouraging or perpetrating physical abuse and violence against students of a particular race or religion, or damaging their property
• encouraging students to hate a racial or religious group using graffiti, stickers, posters, or social media.