2. Understanding Behaviour

2i. Culture, race and bias in perceptions of behaviour

Southwark is home to one of the most diverse populations in the country, with over 280 different ethnic groups represented.¹⁹ This richness of culture is a strength for schools, offering opportunities for children to learn from one another and develop a broad sense of belonging. At the same time, it highlights the importance of ensuring that behaviour (relationship) policies and responses are inclusive, fair and culturally aware.

Research shows that pupils from Black and minoritised backgrounds are often judged more harshly for the same behaviour as their peers. Black boys in particular are at risk of adultification – being perceived as older, less vulnerable and more responsible than they really are.²⁰ These biases increase the likelihood of disproportionate sanctions, higher exclusions and missed opportunities for early support.²¹

These unconscious biases can influence how we see and respond to behaviour, often without us realising it. In schools, this might mean assuming certain pupils are more likely to be disruptive, expecting different standards from boys and girls or interpreting the same behaviour differently depending on who shows it.

Alongside bias, cultural differences play a role in how behaviour is understood. Everyday behaviours such as eye contact, tone of voice, levels of formality, silence or physical proximity may hold different meanings across cultures. Without cultural awareness, these differences risk being interpreted as rudeness, defiance or disengagement. A recent scoping review highlighted how a lack of cultural knowledge among primary teachers can lead to misinterpretation of pupil behaviour. For example, one parent reflected that a teacher assumed her son was being disrespectful because he avoided eye contact, when in their culture, looking down was actually a sign of respect.²²

What this means for schools in Southwark

To build equitable and culturally responsive approaches, schools can:

• Reflect on assumptions: encourage staff to consider how their own cultural lens shapes perceptions of behaviour.
• Review data: monitor sanctions and exclusions to check for disproportionate impacts on particular groups.
• Embed inclusion: reflect diverse cultural identities across the curriculum and environment so that pupils feel seen and valued.
• Listen to families and pupils: seek feedback to understand how behaviour policies are experienced in practice.
• Invest in professional development: provide training on race, bias and adultification to strengthen confidence and consistency.

Useful links:

• Anti-racism and mental health in schools | Anna Freud Podcasts, e-learning and resources about racism, its impact on young people’s mental health, and what schools can do to address it.
  The Black Curriculum An organisation providing Black British history teaching resources, training and workshops to embed inclusive practice in schools.
• UK Trauma Council: Racism, Mental Health and Trauma Research Round Up Research and guidance on the impact of racism as a potential source of trauma for children and young people.
• National Education Union: Anti-racism charter A framework to help schools embed anti-racist practice across their policies and culture.

 _{^{19. Southwark Council (n.d.) Equality, diversity and inclusion Available at: https://www.southwark.gov.uk/about-council/strategic-plans-and-objectives/equality-and-diversity/ethnicity-and-nationality
 20. Cooke, A.N. and Halberstadt, A.G. (2021). Adultification, Anger Bias, and adults’ different perceptions of Black and White children. Emotion, 21(7), pp.1367–1379. doi:10.1037/emo0000980. PMCID: PMC9248049. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC9248049/
 21. Goff, P.A., Jackson, M.C., Di Leone, B.L., Culotta, C.M. and DiTomasso, N.A. (2014). The essence of innocence: consequences of dehumanizing Black children. Journal of Personality and Social Psychology, 106(4), pp.526–545. doi:10.1037/a0035663. Available at: https://pubmed.ncbi.nlm.nih.gov/24564373/
 22. Petri, D., Luinge, M., van Veen, K., Kassenberg, A. and Denessen, E. (2025). Cultural knowledge of students for primary school teachers: A scoping review. Teaching and Teacher Education: Leadership and Professional Development, 100, 103279. doi:10.1016/j.tatelp.2025.100279. Available at: https://www.sciencedirect.com/science/article/pii/S2210656125000455}}