Schools in Sheffield are facing criticism after anti-racism teaching materials told children that “black people cannot be racist towards white people because racism is linked to cultural power.” The resources were produced by a teaching alliance led by Notre Dame High School and are aimed at children from primary to secondary school age.
The lesson plans introduce topics including âwhite privilegeâ, discrimination, and racial inequality. The schools involved said the materials were âdesigned to help teachers and pupils discuss race and social justiceâ.
It is concerning how quickly some schools appear willing to introduce politically charged or contested ideas to children. Traditionally, schools have aimed to bring pupils together from different backgrounds, encouraging fairness, mutual respect, and equal treatment without assigning identity or responsibility based on race.
Galatians 3:28 There is neither Jew nor Greek⌠for ye are all one in Christ Jesus.
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The lesson
In lessons aimed at children aged seven to 11, pupils are encouraged to discuss âanti-racist actionsâ, including challenging language and behaviour considered discriminatory. The material also states that people regarded as privileged have a responsibility to help reduce racism.
For older pupils aged 14 to 16, the resources include discussions around stop-and-search statistics, prison sentencing, and racial disparities in the criminal justice system.
It says: âIn Britain, white people are likely to be privileged by the colour of their skin. This privilege arises because they are much less likely to be affected by racist behaviour, including bias, discrimination and verbal and physical abuse.
âPrivileged people have a responsibility to reduce racism by: being aware of it; improving their own language and behaviour; challenging their friendsâ language and behaviour; reporting incidents of racism; providing support to those who have been harmed by discrimination.â
Supporters say the programme helps pupils “understand discrimination and modern social issues”. However, we argue that sensitive political and ideological topics should not be introduced to children in classrooms at such a young age.
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Division in the Classroom
The teaching materials have triggered political criticism, with leading figures accusing schools of promoting divisive ideas under the banner of anti-racism education. Laura Trott, the shadow education secretary, has urged the government to intervene, arguing that children were being encouraged to see society mainly through racial identity.
She said: âIt is deeply alarming that children as young as seven are being exposed to divisive identity politics in schools under the banner of âanti-racism education.
âThese materials teach children that black prejudice against white people cannot be described as racism, present contested concepts like âwhite privilegeâ as unquestionable fact and encourage pupils to see themselves primarily through the lens of race.
âIt is hugely damaging and exactly the kind of Left-wing ideological nonsense that should be nowhere near our classrooms.
âLabelling children by race and teaching them to focus on what divides them will only foster resentment and deepen division.â
Ephesians 4:3 Endeavouring to keep the unity of the Spirit in the bond of peace.
Debate Over Race and Identity
The Sheffield lesson plans reflect broader national arguments around race and identity that have appeared in politics, education, and public institutions in recent years. Debates over âwhite privilegeâ, unconscious bias training, and anti-racism policies have increasingly entered schools, universities, workplaces, and the civil service.
Concerns have grown about the increasing politicisation of education. Government ministers and campaigners have repeatedly warned against the use of third-party classroom resources that promote ideological activism rather than balanced teaching.
Public discussion intensified after comments by Diane Abbott regarding differences between racism and prejudice prompted national controversy. At the same time, campaigners on both sides continue to dispute how issues such as policing, discrimination, and social inequality should be explained and taught to young people.
Questions are also being asked about whether schools are drifting away from core educational priorities such as literacy, numeracy, science, history, discipline, and social development.The wider concern for many families is whether Britain can address racism and inequality without creating further division among children who would otherwise learn, play, and grow together naturally.
Christians believe truth, justice, and compassion matter deeply, but also that lasting unity comes from recognising shared human dignity rather than encouraging children to see one another primarily through racial categories.
Proverbs 22:6 Train up a child in the way he should go.
Matthew 5:9 Blessed are the peacemakers: for they shall be called the children of God.
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Read and pray
READ: Gen 1:27; Gen 1:27; Lev 19:32; Deut 30:19; 2Sam 23:3; Isa 1:17
PRAY: Pray for children to grow in truth, wisdom, and godly identity, free from confusion and division in society and education.
Pray for Britainâs leaders and schools to protect justice, fairness, and moral responsibility.
Pray for unity and stability in public life, that political division, confusion, and ideology would not overshadow good governance, justice, and accountability.
Pray for unity and compassion among communities, that people would treat one another with dignity and respect.
Pray for courage to defend truth and protect the vulnerable in society.
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