Call for evidence outcome

Summary of responses to the call for evidence

Updated 31 March 2021

Introduction

The Commission on Race and Ethnic Disparities was established in July 2020 to review ethnic disparities and inequality in the UK, focusing on areas including poverty, education, employment, health and the criminal justice system.

To help inform its work and get a clear snapshot of the issues surrounding disparities, the Commission wanted to provide an opportunity for all interested parties to offer views and evidence across areas of particular interest.

The Commission launched a public call for evidence which opened on 26 October 2020 and closed on 30 November 2020. It asked 10 questions which underpinned the objectives in their terms of reference and key priority areas.

The questions can be found in Appendix A.

As well as getting an understanding of the causes of disparities, the Commission was keen to find evidence of success and what measures may effectively work in closing inequality gaps across the whole population.

This report presents a summary of the responses received and the Commission would like to thank every individual and organisation who provided a submission. These were all reviewed and helped to substantially inform the Commission’s deliberations.

Going forward, it is intended that the findings in this report will form part of the vast evidence base on which a new national conversation on race will begin.

Acknowledgements

The Commission would like to thank all of those who took the time to respond to the call for evidence.

Summary of responses

The Commission received 2,329 responses to the call for evidence. Of these, 2,004 (86%) were received from individuals and academics, and 325 (14%) were received from public and private organisations.

You can see a list of the responding organisations in Appendix B.

Respondents were asked to answer all or specific questions, and each question attracted over 1,000 responses. The number of responses to each question (including duplicates where the same response was received multiple times) is shown in Appendix C.

Responses to question 1: causes of disparities

Question 1: What do you consider to be the main causes of racial and ethnic disparities in the UK, and why?

Lack of education and cultural awareness

Many respondents believe that a lack of education, knowledge and cultural awareness has allowed a proliferation of false narratives, stereotyping and social exclusion to occur across society.

The notion of ignorance was commonly asserted as a root cause of ethnic disparities, and it was felt by many that ignorance has entrenched negative attitudes toward ethnic minority groups, particularly against Black people, who are often wrongly stereotyped.

I myself have had on multiple occasions white people looking scared of me, clutching their bags around me, taking a wide berth from me when walking past me, crossing the street etc.

More than a quarter of responses cited the inadequacy of teaching and awareness-raising of the full extent of British history as a cause of racial disparities. The school curriculum and the ways it is taught was criticised by some for failing to enlighten students about cultural differences. It was suggested that renewing the history and wider curriculum could help to unravel feelings of ‘White supremacy’ which many respondents felt is still a problem.

Some respondents suggested that increased unconscious bias training would be effective in addressing apparent lacks in education, and tackling the prejudices that are considered to be so ingrained, though not all agreed. Others felt that initialising close and meaningful contact between different ethnic groups would be a better way of achieving mutual appreciation, understanding and empathy.

Discriminatory institutions, structures and processes

A considerable number of respondents used terms such as ‘systematic’, ‘systemic’, ‘structural’, ‘institutional’, ‘internalised’, ‘inherent’ and ‘cultural’ racism to describe what they considered to be the cause of ethnic disparities. These views were often expressed by respondents who self-identified as belonging to an ethnic minority group and who shared personal or known experiences of discrimination arising in these forms.

In particular, they felt that they were less likely to be hired or to progress once they were in a job compared with their White counterparts. Many respondents said that this type of racism, as a driver of disparities, appeared to manifest largely but not exclusively in healthcare, policing and crime, education, employment, and housing.

Healthcare

Some respondents suggested that medical staff harbour negative preconceptions and can have unfavourable attitudes towards people in different ethnic groups than their own, thus causing disparities. Statistical evidence was highlighted by many which revealed the differential outcomes across a range of health conditions, which are often worse for minority groups. However, there were also differing views held by some who said they receive better treatment from Black and Asian health professionals, feeling that they are more likely to survive in their care.

Policing and crime

Many respondents felt that the police were guilty of racial profiling and deliberately target young Black people for stop and search, which leads to higher arrest rates. Some suggested that this disparity arose from a lack of ethnic minority representation in the police. Others argued that better diversity and inclusion training was required to help police officers and staff to understand how prejudice can sometimes skew judgement and lead one to provoke hostility rather than contain it.

My husband and myself have been stopped up to six times by Police officers just because they saw a black man driving a nice car. The police officer followed him home at roughly 12 midnight. To make matters worse, the officer would not allow him to go into the house to get the passport alone, he insisted on following him into the house and furthermore into our bedroom. All the commotion woke up everyone in the house, the officer argued that he believed my husband would jump from windows and run – utterly ridiculous!! Run for what?

Some expressed concern that different ethnic minority groups are being unfairly associated with particular criminal activities. Examples of negative stereotypes highlighted by respondents included labelling Black people as knife criminals, murderers and drug dealers, Muslims or people from the Pakistani ethnic group as sex criminals, terrorists and domestic abusers, and Eastern Europeans as fraudsters and beggars. These views were seen to be unfair but commonplace. Urgent action to address this was deemed essential.

The criminal justice system was criticised for purportedly treating people from ethnic minorities less favourably than White people. It was perceived that the system is led by White people whose negative preconceptions of ethnic minorites perpetuate discrimination and lead to worse outcomes.

Education

Some respondents claimed that ‘institutional’ racism in the education system manifests itself through an ethnocentric curriculum which alienates and isolates ethnic minority students. Underachievement was attributed in part to racial stereotyping from teachers and misinterpretation of the behaviours of minority students who they subsequently discipline. It was suggested that ethnic minority (particularly Black) students often experience harsher punishments than their White counterparts.

Employment

It was raised by some that ‘institutional’ racism in the workplace lessened opportunities for ethnic minority staff and that opportunities were seemingly more accessible to their White counterparts. Studies and personal experiences were highlighted of instances where ethnic minority applicants were less likely to get a positive response during job application and interview processes, often attributed to names, appearance and accents.

Other respondents felt that the structures in place meant that they were more likely to be overlooked for promotions, to be bullied, and to experience disciplinary proceedings. However, some respondents gave examples of anti-White discrimination being observed in recruitment practices in some well-known public services.

Housing

Some respondents felt that housing circumstances and opportunities contributed to ethnic disparities, as they reported that many ethnic minority people and families are forced to live in crowded accommodation, often in deprived and highly-policed areas.

One respondent highlighted a statement in a media article which said: “Thousands of asylum seekers and refugees temporarily housed in emergency accommodation across the UK are being ‘unfairly and inaccurately’ blamed for the national housing crisis, according to a coalition of more than 100 housing organisations.”

Socio-economic factors

Many respondents cited economic inequality as a fundamental cause of racial disparities, with poverty-related issues leading to poorer health, education, career, and other socio-economic outcomes. It was felt that stereotyping along class and race lines compounds disadvantage and stifles the advancement of ethnic minority communities thereby further deepening inequality. Differential rates of economic activity and the ethnicity pay gap were often raised to illustrate this point.

It was felt that helping ethnic minority groups gain some economic strength will help to reverse these inequalities, though it was recognised that some ethnic groups are performing much better than others. Some respondents felt that White working class people also suffered economic hardship but were ignored, if not maligned, by politicians and the media.

Lack of equal opportunities

Many respondents believe that there is a lack of equal opportunities – across most sectors of society – in which everyone has a fair chance of accessing and achieving the same things, and that this is exacerbating ethnic disparities. A lack of ethnic minority representation in positions of power and in senior leadership roles was frequently mentioned, and this created a view among some that reaching higher levels was never possible.

It was felt that while many are able to access non-discriminatory support and informal networks (which some argue perpetuate nepotistic practices), some people are simply excluded from accessing opportunities, or sometimes feel that they have to demonstrate a higher competency than is often needed in order to get on. Even those who do legitimately succeed don’t always feel like they belong.

…my parents worked hard to get me into a private school. I went to Cambridge University – in the process of getting in, I met other young people from states schools and other parts of the country who told me their teachers actively discouraged them from even trying because it was regarded as unrealistic.

Misrepresentation in the media

A number of respondents saw the media as being partly responsible for causing ethnic disparities. A lack of representation in mainstream channels, and seemingly negative portrayals of people from different ethnic groups and social backgrounds, was considered to be problematic. A lack of positive role models was also widely noted. Conversely, some respondents felt that there is an over-representation of some groups in the media, sometimes by way of ‘tokenism’ to avoid being criticised for a lack of diversity. Respondents suggested that the media needs to create a more positive and inclusive attitude towards cultural diversity.

I am half oriental and I was NEVER represented in the media, arts, sports and music growing up. I still don’t feel represented. I never see oriental people on TV, in films or in magazines. The media needs to stop focusing on negative world news and damaging stereotypes. The current one sided stereotypical views of oriental people is absolutely disgusting and DANGEROUS.

Some respondents feel that social media in particular is skewing perceptions about groups from different ethnic backgrounds. For example, some Chinese people shared their opinions and worries concerning increased hostility towards them since the outbreak of COVID-19. Social media was seen as the main outlet for this hostility but respondents reported reading stories about the “China virus” in mainstream newspapers as well.

Accountability and government

A number of respondents felt there is a lack of accountability in ‘the system’ and that governments and organisations need to do more to remedy factors that contribute to ethnic disparities. It was felt by some that the government should issue strong guidance on corporate behaviour and enforce adherence. Some felt that they should proactively pursue an anti-racism agenda, soften conspicuously aggressive immigration laws and abandon the ‘hostile environment’.

Responses to question 2: public sector workforces

Question 2: What could be done to improve representation, retention and progression opportunities for people of different ethnic backgrounds in public sector workforces (for example, in education, healthcare or policing)?

Tackle unfair employment practices

A large percentage of respondents cited unfair employment practices as a reason for the lower representation, retention and progression of ethnic minority people in the workforce. Many suggestions were made for ways to rectify this, such as running anonymous recruitment processes where the ethnicity of candidates is not known, and having diverse recruitment panels. Other suggestions included having human resources as well as ethnic minority representation in interviews and disciplinary hearings. Further proposals included collecting data and reporting on the performance of organisations in tackling these problems. Fines were suggested where organisations are found to be in breach and individuals compensated for unfair treatment.

Increase representation and visibility of ethnic minority groups

Many respondents expressed the need for more positive role models and to increase the visibility of ethnic minority people in the workplace, in senior roles and on organisational boards. It was felt that this would make institutions demonstrably more relatable and appealing to ethnic minority people who would accordingly feel more comfortable pursuing careers in them.

It was suggested by some respondents that positive discrimination practices are necessary to expedite the process of change across workforces. For example, this could be achieved by establishing employment quotas or by targeting funds to enhance training for ethnic minority employees, thereby providing the skills needed to enter senior roles. Others framed this kind of initiative slightly differently as ‘positive action’.

One frequently cited example of this was the ‘Rooney Rule’ which was adopted by the National Football League in the US and the English Football League. This requires institutions to interview at least one ethnic minority candidate when seeking to appoint to senior roles. However, some criticised both types of practice, particularly positive discrimination, for excluding other disadvantaged groups who are also struggling.

Address institutional and structural racism

Perceptions of institutional and structural racism within the public sector were cited frequently in the responses to this question. Many personal accounts and anecdotes about unfair treatment, being overlooked, overzealous disciplinary action, bullying and stifled careers were shared by a number of respondents.

There were frequent calls for more transparency and action from organisations in order to improve public trust in them. For instance, many respondents advocated for mandatory reporting of workforce diversity and pay gaps between different ethnic groups. It was also suggested by a few that all public bodies should have to adopt the Race Equality Code 2020 or something similar. In addition, some stressed the need to expose and punish institutions which failed to meet their statutory or regulatory obligations.

Address early socio-economic disadvantage

Many respondents made points which suggested that poverty and disadvantage experienced in the early phases of one’s life can have a significant impact on future life chances in terms of getting into good jobs and progressing. Such disadvantage was considered by many to disproportionately affect ethnic minority people.

Poorer education outcomes for those in deprived areas, for instance, were cited as a major contributor to the lack of diversity which manifested later in the workforce. Increased and targeted funding for children and schools in poorer areas was seen as part of the remedy. Scholarships and grants aimed specifically at ethnic minority people were also suggested to counter the unaffordability of further education, as this was blamed for discouraging poorer people from entering. A lack of cultural capital in poorer areas was also cited as a barrier to social mobility and it was suggested that this could be mitigated by providing mentors with life experience and successful careers.

Offering support

There were views that recruitment, retention and progression in public sector workplaces could be improved by offering more dedicated support to both employees and prospective employees. For instance, it was suggested that mentor programmes could specifically target ethnic minority groups and other groups in need of support to give careers guidance, assist with applications and interviews, and to raise awareness of training and opportunities for continual development. Respondents felt that mentors also have an important role in helping to deal with any instances of bullying, harassment or unfair treatment, which can hold people back from fulfilling their potential.

Responses to question 3: educational performance

Question 3: How could the educational performance of school children across different ethnic and socio-economic status groups be improved?

Renew the school curriculum

A large number of respondents expressed the view that school curriculums need to be revised to include the history of Black people and their contributions to the UK. This includes teaching about slavery and colonialism and highlighting positive Black role models. This would help Black students in particular to feel more included, engaged with their studies and engender a sense of pride and belonging. It would also provide other groups with an important understanding and appreciation of the cultural backgrounds of others.

The histories of other ethnic groups were also frequently mentioned, such as India’s role in the British Empire. It was felt that reframing the teaching of history in this way (not just via history lessons but also as part of wider subjects) could also help to dispel myths and stereotypes which were passed on from preceding generations.

Florence Nightingale and Mary Seacole made great contributions to the nursing profession and to soldiers during the Crimean war; yet Florence Nightingale is a household name but Mary Seacole has all but been forgotten.

The entire history of slavery needs to be taught so that school children will learn what black people did for society.

Respondents suggested that the current curriculum is outdated and that it should be carefully planned to build knowledge and skills, including skills needed for adult life such as those relating to finance. It was also mentioned that some of the existing material taught in the curriculum is not representative or adequate for people of ethnic minority backgrounds. Updating the curriculum is seen as a key step towards improving educational performance.

Improve teacher training

Many respondents asserted that teacher training needs to include more content focused on the history and cultures of people from different ethnic backgrounds. It was stated by some that diversity and inclusion, unconscious bias and anti-racism training are important for preventing differential treatment and disproportionate punishment of certain ethnic minority children, who often feel segregated.

Views were also expressed that the ability and potential of Black pupils in particular often go unnoticed by their teachers. It was asserted that improved teacher training would help them to understand children’s cultures and backgrounds better and in turn provide better teaching that will improve educational performance.

It would also enable teachers to be racially literate so they have the knowledge and assurance to talk about racism with pupils and allow them to be more confident in proactively dealing with racist incidents.

I clearly remember not receiving any support in my year 5 public schooling, being ignored in class when my hand was raised with an answer or a question because my teacher couldn’t even pronounce my ethnic name.

Challenge bias and bullying

Some respondents reported instances of bullying taking place at school which were often race-related, with the traumatic experiences caused by this having had serious consequences for mental health. It was felt that bullying negatively impacts children’s educational performance and some respondents shared their own personal accounts of being bullied at school and the effects it had. It was asserted that challenging underlying biases within schools would help to eradicate bullying and in turn improve outcomes.

It was suggested that all children and teachers must be trained in anti-racism, equality and diversity. In addition, zero tolerance policies should be activated among teachers who show conscious or unconscious discriminative behaviors.

I live in rural Wiltshire where there is not a lot of diversity. With two African/white mixed race boys we found there was an inherent racism where teachers expected them both to be good at sport and also that they were ‘cool’ when in fact they were shy.

Other suggestions for addressing bias and bullying included mandating all educational institutions to collect and monitor school bullying incidents carefully and to record all incidents of racially-motivated bullying.

Increase support for families

Many respondents called for an increase in the level of educational and financial support offered to children and families experiencing poverty. Working parents on low incomes and the struggles of those who have multiple jobs to keep afloat were also recognised. It was suggested that more funding is needed to supply more education materials and technology devices, and to provide after-school activities and social clubs to broaden educational opportunities and experiences.

Respondents also felt that local communities could provide more help in building stronger parent-child relations and support by offering programmes and events with community networking groups. Mentoring support for families was also suggested, as well as English as an additional language tutoring for those who need to develop language skills. It was considered that this would lead to better community integration.

Ensure opportunities for all

Many respondents felt that ethnic minority children do not always benefit from the same opportunities as their White counterparts. Lower rates of admissions to grammar schools and private schools were seen as partly to blame. Offering more scholarships to talented ethnic minority and economically disadvantaged children was presented as a part of the remedy.

It was indicated in some responses that parents from ethnic minority backgrounds push their children harder in order to achieve success in education, and some felt that they have to put in twice as much effort than others in order to achieve similar outcomes to the majority population and to secure a better future.

Other suggestions to promote equal opportunities included providing better information about different career options, more work experience placements and a wider array of apprenticeships for school leavers.

Responses to question 4: school curriculum

Question 4: How should the school curriculum adapt in response to the ethnic diversity of the country?

Present a full range of historical narratives

By far the most common suggestion within the responses to this question was that the curriculum should not gloss over Britain’s past, or the history of Black and Asian ethnic minorities in the UK. In the case of Britain’s colonial past and the achievements and contributions of ethnic minority people, respondents cited their experience of only discovering these stories well into their adult lives.

Within this theme views were expressed that ‘world history’ should be taught, which tended to split into 2 different schools of thought. The first suggested that more about ancient civilisations should be on the curriculum, in particular highlighting that Black history started well before the transatlanic slave trade, or that much of what we view as being integral to British identity today (for example, tea) originated in other countries.

The second school of thought wanted to be sure that teaching about ‘empire’ did not end with the British Empire but included a variety of civilisations with a history of expanding their lands, citing examples such as the Roman Empire, the Ottoman Empire, and Imperial Japan. These respondents frequently cited a fear that children would be taught to be ashamed of being British.

Linking the majority of responses in this theme was the feeling that the curriculum should not shy away from telling difficult or complex truths. Respondents highlighted that even when they had been taught about race issues in school, it was usually in the context of the civil rights movement in the US, leaving them with the impression that the UK had never faced racial tensions in society.

I feel my own school education left me with a very inaccurate view about racism, white supremacy, and Britain’s role on the world stage throughout history. I learned a fair amount about the civil rights movement in America but nothing or next to nothing about Black British history, colonialism, the slave trade, etc. I also learned very little about other countries in general, and was left with very oversimplified views of, for example Africa – a huge, diverse continent which was condensed into one short Geography module on the Masai Mara. Additionally I learned very little about current and recent affairs, leaving me with [the] distinct impression that problems existed only in the past. I was taught definitions of things like prejudice, racism, and discrimination, but without the wider context of how injustices are often driven by systems and not individual people. These are just some examples of gaps that need to be addressed in order to help younger generations understand both British society and our place in the world as a whole.

Highlight positive role models

Responses also drew out the importance of positive role models and representation for young people. Some theorised that being able to connect with the curriculum would improve attainment for students, but others argued that regardless of the impact on attainment, a more representative curriculum featuring positive role models or a variety of ethnic backgrounds would help to increase aspirations of ethnic minority children.

In addition, respondents suggested that including positive role models and the contributions of ethnic minority people to modern society would challenge stereotypes that might otherwise form. Respondents were eager to highlight that including a more representative array of noteworthy individuals and their contributions should not be confined to schools with higher levels of ethnic diversity. Instead, providing a baseline across all schools would strengthen the impact of tackling perceptions, and give the country a common understanding.

The suggestion to actively include positive role models was often partnered with a strong desire to avoid tokenism. Many referenced Black History Month – while helpful in highlighting Black stories, many felt they would prefer this attitude to last all year long. Likewise, many respondents were keen to ensure that the inclusion of significant people with ethnic minority backgrounds didn’t start and end with examples of racial injustice. Many cited examples such as Lewis Latimer, Katherine Johnson, the many citizens of Commonwealth countries that served in the First and Second World Wars, Olive Morris, John Edmonstone and Lilian Bader.

Adapt the whole curriculum

Numerous responses also highlighted that curriculum change should not be confined to English and History in secondary school, but should be intertwined throughout all subjects and start as soon as early years. Some highlighted that in adapting the curriculum, they wanted to be sure that it wouldn’t just be students specialising in subjects such as History and English at GCSE and A level that would see the changes. This was in line with views from the earlier theme, which were keen to ensure that all children are able to receive a representative education. In addition to this, many respondents drew attention to the fact that set curriculums at GCSE and A level restricted teachers’ ability to include different cultures and increase representation of ethnic minorities.

There were a variety of suggestions on how to adapt the curriculum both across years and across subjects. Examples included ensuring that children’s books in early years and primary school feature characters from across ethnic minority backgrounds, or taking opportunities to highlight scientific contributions of people from ethnic minorities.

Address racism directly

Aside from weaving better representation of ethnic minorities into the school curriculum, respondents also indicated a desire to see the topic of racism directly addressed in schools, for example in personal, social, health and economic (PSHE) or citizenship lessons. This would provide a safe space for students to begin to navigate the issues they may face later in their lives, while also mitigating against discriminatory attitudes and instilling the value of cultural diversity from a young age.

Another common response in this theme was the suggestion that teachers should be given appropriate training and support: firstly to help them address these issues, and secondly to help them reflect on their own attitudes and expectations of students. Another suggestion included inviting parents’ and community experts’ contributions on dealing with race in the classroom, using the expertise and lived experiences available.

A diverse teacher workforce and appropriate support for teachers

Another theme present in responses was the need for a diverse teacher workforce. There were a number of reasons for this suggestion, ranging from providing positive role models for children from under-represented groups, to being able to provide lived experience when talking about race issues. Linked to this was the suggestion to provide appropriate support for teachers in the form of training (as raised above) or developing and providing resources they could use.

Many respondents highlighted that teachers are already very stretched in schools.

Educators need access to training and continued professional development (from support staff, to teachers, to senior leadership teams). Teachers need to be supported to deliver a broader, fairer, and accurate curriculum which reflects the society we live in. Since educators are already stretched to breaking point, they need to be supported by governmental reforms in education. There needs to be funding and a dedication to equality for this to happen.

A particular submission received illustrated why increasing teacher diversity alone is unlikely to make an impact on improving educational outcomes. It highlighted issues in the classroom with missed opportunities to teach a more inclusive portrayal of British culture, and the failure to take advantage of students’ diverse backgrounds. Most importantly, it highlighted the burden placed on teachers from ethnic minority backgrounds if the education system relies on them as a resource to bring these views to the classroom rather than implementing broader change.

Involve parents, the wider community and experts

Many respondents highlighted the importance of utilising expert knowledge, from various places including the wider community, parents of ethnic minority children, academic experts on race and culture, or community leaders.

This resonates with the earlier theme on increasing the number of visible role models for young people from ethnic minority backgrounds, as well as the importance of teaching about ethnic minority cultures and histories properly, avoiding tokenism or lazy stereotypes. One respondent said:

Teaching staff need to acknowledge their limitations in teaching content specific to ethnic minorities, if needs be, to get a guest speaker in to address the content and do it justice.

Improve critical thinking skills

Finally, some respondents also highlighted the hope that teaching complex stories from multiple perspectives would in turn train children to develop critical thinking skills, preparing them well for adult life. By encouraging students to consider the biases in a narrative, or the assumptions underpinning a particular argument, students can in turn address their own biases, and question the information they consume in the news and social media.

It is clear that those who support adapting the curriculum do so for a number of reasons, and that the advantages referenced are not confined to ethnic minority children but stretch across society.

Responses to question 5: education, training and employment for young people

Question 5: How can the ways young people (in particular those aged 16 to 24 years) find out about and access education, training and employment opportunities be improved?

Ensure young people and their families are engaged early

Many respondents felt that engaging with young people and their families at an early age is vital in ensuring that they understand the wide variety of career choices in later life and that they are able to access the information and support they need.

…a home culture with high aspirations is needed. This is not the state’s job but that of parents, family and communities.

Being exposed to a range of different career paths and professions was seen as important for people of all ethnic groups; it allows children to see themselves in different kinds of roles so they can begin to build the skills, knowledge and confidence needed.

Suggestions of ways to engage young people early included introducing entrepreneurial skills into the school curriculum, opening more youth clubs to teach new skills and keep them ‘off the streets’, and actively involving parents more in school activities.

More careers advice in schools and partnerships with colleges, universities and businesses

The need for schools to provide a continued career support function across all school years, delivered through a variety of mechanisms such as group and individual careers advice sessions, career fairs, motivational talks from those who have achieved success, and online resources such as webinars, was highlighted by many respondents.

There was a suggestion for a ‘vocational week’ to be made part of the school curriculum, which would facilitate opportunities for young people to engage with further and higher education staff as well as work professionals and ask questions about entry routes and requirements.

Some respondents of ethnic minority backgrounds reported negative experiences of careers advice at school and elsewhere, and felt that the expectations of them were lower than those for their White counterparts. Some said that they were often directed towards junior or support roles which were below their potential.

Young people from black/ethnic minorities have ambition however are directed into sport or non-academic fields such as care work, shop assistants or delivery drivers. All of which are low paid and are long hours. More opportunities in fields like medicine (doctors, Vet etc.), counseling, barristers, self-employment need to be encouraged and promoted.

They and other respondents stressed the need for impartiality in the provision of career advice. There were also calls for careers support to be provided by people from different backgrounds and who are representative of communities.

A common theme identified in the responses was the benefit of establishing local partnerships between schools, colleges, universities and businesses across a range of different sectors. The importance of promoting vocational training options such as apprenticeships as well as academic routes was particularly highlighted. It was also felt that the attractiveness of each should be equalised.

Providing young people with direct access to education and training providers as well as local employers was considered to be fundamentally important in raising awareness of real opportunities and how they can be accessed. The need to ensure that information provided to young people is up to date and fit for the future in changing social and economic conditions was also mentioned.

Undertaking relevant work experience, whether paid or unpaid, was considered by respondents to be an important step in finding out about and accessing further opportunities for training and employment. Partnerships between different educational institutions and employers was seen as an effective way of facilitating work experience, work placements and exchange opportunities.

Access to careers support in other settings

Respondents suggested a number of settings outside of schools which could provide effective career support functions. These included community groups (with particular mention of those who provide services for different ethnic groups), faith communities and places of worship, libraries, charitable organisations, cinemas, gyms, public transport, shopping centres, medical settings, and youth employment hubs. It was also suggested that the development of outreach programmes targeted at groups identified as needing support would be effective. Other ideas to promote career paths included incorporating them as stories within popular television programmes, and running outreach programmes with grassroots sports teams.

There were mixed views on the effectiveness of Jobcentres, with some respondents feeling that they were ‘stigmatised’ and that young people don’t tend to access them because they don’t provide sufficient or targeted help, while others consider them to be providing a key service in providing links to local training providers and employers and that their use should be increased. A suggestion was made that they could be rebranded into ‘local opportunity centres’.

A number of respondents posed the idea of creating a ‘one stop shop’ or a single online portal which would allow young people to access information and learn about different opportunities all in one place. This could provide career advice and a central place for training courses and jobs to be advertised, which some suggested could be mandatory to ensure equal access for all.

Many respondents also pointed to media outlets, including print, television, radio and bus stop advertising to promote career opportunities for young people.

The government’s Kick Start scheme was mentioned by a few respondents, who were supportive of its aims, though it was raised that information about the employers who offer this is not available.

Promoting equal opportunities for all

Many respondents felt that more support is needed in deprived areas and for those experiencing socio-economic disadvantage. Digital disadvantage was also raised as a barrier to accessing opportunities.

Make kids feel secure and welcome in education, training and employment and that they have the same prospects as others, that they won’t have to work twice as hard to get anywhere.

While there were many calls for local and decentralised action, some respondents stated that opportunities should be available and accessible across all areas of the country so that no place gets left behind.

Some respondents highlighted that access to opportunities should be based on merit and not other factors. Concerns were raised within some responses that those who are privately educated and those in higher socio-economic groups have an unfair advantage in accessing career opportunities.

Formal and informal support

Mentoring and coaching support (particularly from those who have achieved success) was considered by many respondents to be an important way for young people to find out about and access education, training and employment opportunities. Making this type of support more visible and available both in schools and in wider community settings for young adults to access was suggested. Having access to mentors in similar age and ethnic groups was also considered to be important by some.

Providing help with applications, CVs and interviews was seen by many respondents as a useful way of improving access to education, training and employment for young people. It was suggested that this should be done more through schools, further and higher education providers, employers, and other settings providing career services.

Improving the ways that young people can establish contacts and access networks to help develop an understanding and build skills and confidence to pursue different opportunities was highlighted by some respondents, though there were also concerns that some networks can operate in a way that sometimes exclude people.

Ensuring that young people are able to access careers support in different languages was also mentioned by a few respondents.

Social media and role models

Utilising the range of social media platforms and digital channels used by young people was seen by many to be key in raising awareness and advertising education, training and employment opportunities. It was felt that bloggers, vloggers, influencers, celebrities and positive role models who have achieved success (particularly if they have overcome barriers on the way) would be effective in reaching large audiences and encouraging young people to focus on their career development.

Online webinars, forums for group discussions, and centralised online resources and tools were also suggested as ways in which young people would like to access opportunities.

However, some respondents highlighted the issue of internet poverty and the difficulties that some young people face in accessing devices and broadband.

Funding and grants

Increased investment and funding for youth services and career support services in schools, communities and other settings was called for by a number of respondents. In relation to this, one respondent recommended:

The government could provide increased grant financing to independent, not for profit social enterprises whose focus is to help young people access education, training and employment opportunities. This financing should be used to help these enterprises expand their outreach programmes.

There were calls from respondents for improved information and access to sponsorships, scholarships and grants for disadvantaged young people across all ethnic groups. On going to university, one respondent commented:

…access requires funding, grants, living expenses, affordable accommodation, equipment, books and resources and course materials funded, not huge tuition fees, student loans and debts.

Some respondents suggested that education and training should be free, or at least more affordable and accessible. Other respondents called for reduced tuition fees for university and increased rates of pay for apprenticeships. Making education and employment more flexible (for example, offering courses at weekends and via distance learning) to allow young people to combine both if it is chosen to do so was also called for.

Life skills

The value of learning life skills at a young age, such as budgeting and managing money, using credit cards, maintaining a strong credit score, developing business plans, and applying for loans and mortgages was highlighted by a number of respondents. Understanding their responsibilities as well as their rights was also considered important for young people in shaping choices around career opportunities.

Support smaller businesses in offering opportunities

Some respondents felt that more support is needed for smaller and grassroots organisations in offering opportunities. One respondent said:

Recent apprenticeship schemes were made complicated and favoured larger organisations with more infrastructure, therefore excluding smaller grassroots organisations that may already have better connection with young people in their communities.

Responses to question 6: reasons for health inequalities

Question 6: Which inequalities in health outcomes of people in different racial and ethnic groups are not (wholly) explained by inequalities in underlying determinants of health (for example, education, occupation or income)?

Health and well-being factors

Many respondents highlighted the heightened prevalence of certain conditions among people from ethnic minority groups. These were particularly focussed on 2 main themes.

Firstly that women from Black ethnic minority groups were more likely than White women to die in pregnancy or during childbirth, with some feeling that this was particularly more likely to be the case for women in more deprived areas.

The second main focus among respondents was the impact of COVID-19. Respondents frequently cited statistics and noted that the virus had disproportionately affected people from Black and Asian ethnic minority groups, and that people from these groups were more likely to need intensive care, or die as a result of contracting the infection.

Another important issue which was raised by a number of respondents was mental health and wellbeing. There was a feeling among respondents that people from different ethnic minority groups were sometimes treated differently to others and were consequently more likely to be diagnosed with certain types of mental health problems and be admitted to hospital as a result.

Respondents also mentioned a range of individual health conditions which they felt people from ethnic minority groups were disproportionately more likely to suffer from. These were: sickle cell anemia, cancer, diabetes and high blood pressure. Respondents most frequently mentioned how they felt that these conditions disproportionately affected people with Black and Asian minority groups, particularly men, with some attributing this to genetic or lifestyle factors.

Factors that affect quality and experience of care

Many responses to this question centred around a view that people from ethnic minority groups sometimes receive different or poorer treatment from healthcare staff and organisations, which affected the way that they experienced care. Some respondents felt that this manifested itself as substandard levels of care by treatment which led to lower levels of confidence in the health system and health care workers. For some respondents this was underpinned by the belief that health services and health care professionals held inaccurate beliefs about the health of people from ethnic minority groups, or could not communicate with people from ethnic minority groups in a way that was appropriate.

Some respondents expressed the belief that their patient experiences could be improved with the increasing diversity of the workforce in the NHS – particularly having more people from ethnic minority groups in more senior management roles and responsible for shaping the organisational culture.

More widely some respondents expressed the view that health inequalities were also connected to the way that health systems are organised; a reflection that health care across the UK was organised in a disproportionate way (with people in some areas and regions having better access to services than others).

Though the focus of this question was to ask respondents to suggest factors which they felt explained inequalities in health outcomes aside from socio-economic factors, a notable proportion of respondents still expressed the importance of the role that socio-economic, geographic and environmental factors play in health. They also highlighted the complex ways that such factors interact, thus leading to differential health disparities.

Some respondents talked about people from ethnic minority groups as being most likely to live in areas of poorest social and economic deprivation. Among them, there appeared to be a consistent narrative; that health disparities were exacerbated by economic disadvantage and social deprivation. They suggested that this had an effect on people’s personal and family stress, which in turn influenced their resilience and their health, and health-related risk behaviours. It was further pointed out that overcoming these risk factors for people on low incomes, or who lacked support or time, and had little safe space for exercise, was challenging.

Alongside this it was also suggested that people living in deprived urban areas, disproportionately those in ethnic minority groups in many places, were more likely to be exposed to environmental health risk factors such as air pollution from industry or traffic.

Responses to question 7: addressing health inequalities

Question 7: How could inequalities in the health outcomes of people in different ethnic groups be addressed by government, public bodies, the private sector, and communities?

Provide training, guidance, education (including campaigns), advice and support, to healthcare staff and individuals

There was a strong correspondence between respondents who had said in response to the previous question that health inequalities were as a result of factors that affect quality and experience of care, and those suggesting that the best way to address these disparities was by providing training and support to healthcare staff at all levels.

Responses to this question suggested a feeling among respondents that the best and most appropriate way to address health inequalities would be through the provision of a wide range of different types of support. Some suggested that this was part of the same process – that healthcare organisations and professionals needed to better understand the people they are there to treat, and communicate with them appropriately; but also there was a suggestion that the public at large needed information (at the right time and in the right way) to help themselves.

Respondents felt that healthcare professionals would benefit from education on issues around diversity and inclusion as part of their formal training process – for example, through:

• awareness of cultural differences
• awareness of different consultation methods with different people
• awareness of their own biases towards patients from other ethnic groups

Respondents felt that this would help them to be more responsive to their patients and provide a higher standard of care. There was a suggestion, for example, that something like a ‘cultural competency toolkit’ could be produced to support this.

Respondents also felt that the population at large would also benefit from access to information, appropriate advice, support and signposting when it was needed to support themselves. They felt that this should be more than information ‘pushing’ and should be driven by research and consultation (to ensure that people had information in the way that was most suited to their needs), which is connected to another major theme – carry out research, consultation and monitoring to develop understanding – described below.

Respondents suggested that local health services needed to be provided in a range of different languages, for example, to meet the needs of their diverse population. It was felt that this in turn would build trust and increase self-reporting and responsiveness to treatment. They felt it would also help to increase the number of volunteers from ethnic minority populations for exercises like clinical trials.

Overall, responses in this theme suggested a desire to make sure that patients had agency in their healthcare, rather than healthcare being something which ‘happens to’ individuals and groups.

Address socio-economic and environmental factors and inequalities

As mentioned above, a notable proportion of respondents felt that health disparities were intrinsically linked to socio-economic and environmental factors. Given this, a number of respondents felt that the most appropriate way to address disparities in healthcare was to consider these factors first and foremost and address change at a population level.

A number of respondents provided evidence and links to research on how socio-economic inequalities were connected to people’s health outcomes. They suggested that things like household income, occupation, housing, diet, and education all had an effect on the way that people experienced their personal health. Respondents talked about how people from ethnic minority backgrounds were more likely to experience the negative effects of these than people from any other ethnic group. Some respondents also made a link between factors such as these, which had an effect on creating poorer mental health outcomes and physical stress, which in turn had long term effects on people’s wellbeing.

Underpinning a number of the responses was a view that addressing health inequalities was a societal responsibility, and no person, group or agency could achieve that alone. There was a suggestion, for example, that agencies would benefit from a greater acknowledgement and an understanding of structural inequality (particularly those faced by people from different ethnic groups) and what impact these had on the health of those people. They could then incorporate this knowledge into public health strategies and plans.

Respondents mentioned that other health care systems around the world (such as in Canada and the US) were already incorporating this knowledge into their systems. It was mentioned that while working with patients, health care workers in these countries asked them about their social circumstances during consultations. The suggestion was that this in turn helped practitioners to develop treatment plans. There was an assertion that the British Medical Association already suggests that doctors do consider patients in the context of social factors – but the feeling was that this needed to be implemented more fully.

Finally, some respondents suggested that more small scale local solutions could easily be provided locally to support some societal inequalities, for example, by making it easier for people on low incomes, and in highly urbanised and deprived areas, to have access to facilities such as gyms and swimming pools in order to help them exercise and keep fit. Alongside this there were also suggestions that healthier foods could be subsidised in low income areas.

Carry out research, consultation and monitoring to develop understanding

The final major theme drawn out of the responses to this question, which underpins all of the above, was a need for a deeper understanding of the multiple and complex factors that cause health inequalities.

Respondents suggested that different types of research were needed, including: clinical research into whether and how outcomes are affected by individual and group differences; and social research into health inequalities experienced by different groups and how socio-economic factors affect health outcomes.

However, research itself also needs to be grounded through better consultation with different groups to gain a greater understanding of their health care needs – again something done with rather than to people (including collaborative and peer research). Suggestions included listening groups with different communities to take account of their experiences when “creating legislation and policies that impact the whole population”; and community consultation events in trusted environments. There was a suggestion that solutions needed to be co-designed to be most effective.

Alongside this there was a repeated suggestion that better data and monitoring of different kinds was needed. This covered a range of elements such as data on: people’s social circumstances (as described above); service use; and organisational performance, for example. There was also a consistent mention that this data needed to be available for different ethnic groups and by locality (by way of an interactive online mapping tool, for instance), so that these factors could be better understood – and particularly so that it was recognised that people in ethnic minority groups are not a single homogenous population.

Investment, funding, resources and support for healthcare

Respondents suggested that appropriate funding and investment in health care were necessary factors in addressing disparities between different groups. These ranged from responses which suggested that more larger scale investment was needed across all services (particularly for mental health support) and rolling back historic cuts to public health, to more specific suggestions such as offering grant funding to organisations for communities whose needs are not currently being met. There was a suggestion that the best and most appropriate way to meet the needs of some ethnic minority groups was to co-design solutions with them (also highlighted above).

Provide equal access to healthcare, including targeted support where appropriate

There was a clear understanding by respondents that the NHS is responsible for providing universal health care for the nation. However, there were a range of responses that suggested there were disparities in the way that care was delivered within regions, communities and smaller areas. There were suggestions that the reasons for this were part of larger disparities in funding and delivery across the UK, which needed remedying. More specifically some respondents suggested that interventions such as targeted outreach and specialist ‘pop-up’ clinics, tailored to the needs of specific communities, would help to address these wider geographic disparities.

Recruit, retain and promote ethnic minority staff; and improve representation

There were some respondents who suggested that the NHS should be more representative of the communities it serves. To address this, there was a suggestion that it (and local health bodies) should employ more ethnic minority practitioners, and recruit and train health champions from the diversity of communities in their area.

Respondents felt that this could particularly help with some of the disparities suggested in responses to the previous question, such as language barriers and cultural differences. Some respondents also felt it was necessary to ensure that staff at senior levels within the healthcare system were also from a vast range of backgrounds. The suggestion was that this could provide role models and mentors for frontline staff within the NHS who wished to gain promotion.

Other responses

Finally, there were a minority of additional respondents who suggested that health disparities could be addressed by:

• public bodies investigating, following up and legislating against complaints and poor treatment by organisations and individuals, by doing things such as providing routes for anonymised feedback on health care experiences (as well as the more general GP Patient survey), and formalising the need for Trusts to address action on things like the Workforce Race Equality Standard – the suggestion was that this could enable the levelling of sanctions for poor performance
• increasing and improving local autonomy and accountability, by devolving responsibilities, such as decision making and budgets to communities – the suggestion was that this would enable healthcare providers to offer services where they were felt to be most needed, and in doing so, it was believed that this would make providers more accountable to local populations
• the government making changes to policy or legislation, by providing appropriate messaging around health and re-appraising the impact of policy on ethnic minority communities, for example – or taking specific action, based on a single topic such as examining and reporting on disparities in maternity care

Responses to question 8: police and community relations

Question 8: What could be done to enhance community relations and perceptions of the police?

Tackle racism in the police

Many respondents said that racism and bias within the police force needs addressing. A number of people cited statistics on disproportionate stop and search between Black and White people and highlighted reports including the Lammy Review and the MacPherson Report. Many respondents felt that aspects of policing such as stop and search or use of force are evidence of racial profiling, targeting and institutional discrimination towards ethnic minority people. It was suggested that there should be a zero tolerance approach to racism within the force and that there should be increased accountability for biased or racist officers. Some suggested that the police taking responsibility for historic abuses of powers and a public apology could improve trust in the police.

The commissioner needs to recognise that institutional racism has NOT disappeared or been eradicated. It’s still present as it is in many other organisations. Once that has been acknowledged work can be done at a community level to engage young people. They should know the police is for them not only against them.

Improve workforce diversity

Responses indicated that people feel police forces should reflect the populations they serve. Respondents said that by having a more diverse workforce, based on ethnic groups as well as other characteristics such as age and gender, police forces would be able to build better relationships and trust with the communities they work with. It was also suggested by many that recruiting or promoting ethnic minority police officers to more senior levels would help to change the culture from within the force and improve top-down decision making so that it better represents, provides opportunities for, and benefits some communities.

The only way this is going to ever happen is proportional representation. There has to be either a new police force made up from the communities they are meant to be protecting to run alongside the current police force or a huge overhaul and immediate employment into the existing police force of Black, Asian and all ethnicities and abilities and sexuality.

Challenge differential policing

Central to this theme was the concept of fairness. Some respondents felt that police efforts were not always fairly targeted, and cited their perceptions of over-policing of drug crimes versus the under-policing of ‘white collar crime’. Many also referenced disparities in stop and search in particular and vehicle stops as examples of stereotyping, unconscious or conscious bias and prejudice. Respondents questioned why the over-policing of Black males continues when it has been acknowledged already as having a negative impact – many cited reports such as the Stephen Lawrence inquiry as well as the Metropolitan Police Chief’s speech in 2020.

Some respondents also acknowledged that individual police officers are not always the issue, but that the force as whole should tackle unconscious bias. Some respondents countered that point of view and maintained that the bias or perceived discrimination of some individual officers should be addressed to improve the force as a whole.

Again look at the death rate of Bame in custody, or the high level of stop and search. In London in some wealth area people consume drugs openly because they know that the police will not come near them. It is 2 worlds, 2 sets of treatment and behaviour.

Increase positive police visibility

Having visible police officers ‘on the beat’ and part of the community was considered by many respondents as being important to improving perceptions of the police. Many suggested officers visiting schools as being a useful way to educate both police and young people and increase understanding between the two.

Respondents felt that having police as part of their communities would help police to increase their understanding of the people they are policing. It was suggested that this could make both groups feel more safe and give communities the opportunity to associate police with ideas of empowerment, support and safeguarding rather than harm, force and aggression.

Policing needs to be located in communities and, in part, representative of and responsible to those communities.

Many respondents suggested one of the ways to increase positive police presence would be for police to visit schools and colleges. Many thought that if police shared their experiences and challenges, and were visible to people (especially young people) outside of an enforcement role it could help to improve community relations.

Change or adapt training

Respondents said that police training needs improving in areas such as de-escalation and effective communication as well as specific training on cultural awareness, societies, religions and empathy to address stereotyping and bias.

Many also felt that the police should receive training on other skills that are not traditionally attached to policing, for example social work, mental health care and domestic abuse. However some felt the opposite, expressing the view that policing should be separate from other services.

Some respondents cited their own experiences of being stopped and searched and suggested that police should learn how to interact positively with people from ethnic minority groups. Experiences in these cases left respondents feeling that the police officers were racist or prejudiced towards them.

People wrote that disparities in the use of stop and search and also the mistrust that some communities have in the police were reasons to implement participatory cultural or community competence training. Suggestions such as spending a certain amount of hours working in a school, or proper dialogue between community leaders and police, or discussion forums in youth clubs or sport clubs could benefit officers, improve their understanding of, and ultimately improve their interactions with their community.

Cultural Awareness Training for police officers to reduce cultural bias. Community Engagement programmes at grassroots level and within schools, not for information leading to conviction but to develop better relationships and cultural understanding and fill job vacancies. Police need better training. They are customer/public facing and should know how to deal with the different members of the public.

It was suggested that training should be an ongoing and adaptive part of a career in policing. Some respondents wrote that if police received educational training as to why disparities exist (in this case between ethnic groups) and their role in perpetuating or adding to them, policing may be improved.

Distinct from the theme to improve or adapt training, some respondents explicitly mentioned that anti-racist training needs to be implemented.

Review stop and search

Citing the disparities in the use of stop and search between Black, Asian and White people as well as the ineffectiveness the tactic has on reducing crime, many respondents said that it should either cease to be used, be reviewed or be better scrutinised.

Difficult relations between minority communities and police would not exist if it were not for problems caused by the police within these communities. Still charged with the legacy of the incredibly ineffective and unfair Stop-and-Search policy, many communities have developed a distrust for the police who consistently harassed them and abused their power…The colour of my skin is not a crime, and should not be treated as such.

There were many respondents who felt that stop and search is evidence of police bias, prejudice or racist attitudes, and that there should be a no tolerance approach to those approaches. Without more accountability for stops that are not conducted under reasonable grounds, and proper scrutiny of the use of this power, respondents felt that community relations and perceptions of the police will likely not improve.

To improve scrutiny of this power, respondents suggested better communication of the reasons for using stop and search to communities, reviewing each search, use bodycam more openly and being transparent about when stop and search powers are used incorrectly, and holding police officers to account when they have not acted on reasonable grounds.

Some thought that the experience of being stopped was dehumanising, discriminatory, or harassing.

Ending stop and search – it is racist, discriminatory and dehumanising because the vast majority of stops target black boys because the colour of their skin and their clothes deeming them as criminals, dangerous, and “up to no good” while their white counterparts who are with them are not frisked or even questioned. This leads to a distrust of the police and strengthens the fact that the police cannot and will not protect them in dangerous situations but instead blame and arrest them.

There were some responses which indicated an acceptance of the use of stop and search, as long as it is used fairly and properly. However the majority of responses within this theme called for the cessation of stop and search as a policing tool.

Responses to question 9: disparities in crime

Question 9: What do you consider to be the main causes of the disparities in crime between people in different racial and ethnic groups, and why?

Poverty and socio-economic inequalities

Respondents said that poverty, socio-economic status and income inequalities were the main reasons for people committing crime. It was thought that higher poverty leads to higher crime and that historic poverty among some communities leads to a level of social exclusion.

Responses also indicate a common view that financial stress, financial instability and lack of economic inclusion and access to resources causes people to commit crime to survive because there are less opportunities to make money in legal ways.

Some cited the lack of access to employment and apprenticeship schemes and higher education as a potential driver of crime. Some suggested that there should be more investment in grassroots organisations, communities and young people in particular. The reinstatement of economically accessible activities such as youth clubs, sports clubs and other after school activities was mentioned many times as a potential solution to diverting young people, particularly those living in deprived areas or lower socio-economic circumstances, away from participating in crime.

I think poverty and crime have a direct correlation. Those who have poorer life outcomes are often forced into illegal ways of making money or find themselves with little to occupy themselves with due to closures of youth centres or other areas in which young people would normally spend their time. Funding for youth services needs to come back to provide these young people with areas to explore and express themselves in positive activities.

In addition, some respondents wrote about structural inequalities that underpin disparities in crime. Respondents said that a combination of poor education, lack of access to further or higher education, poor housing, material deprivation or proximity to poverty, unstable employment and lack of opportunities for employment were reasons that caused people to commit crimes.

Some also wrote about the subsequent marginalisation that some communities or individuals can experience as a result of experiencing these inequalities. It can result in a ‘them and us’ mindset which is especially important to note for young people who can then be more tempted by peer pressure or worse – grooming and exploitation.

Respondents said that for some people, life becomes something more similar to survival, meaning that people are more drawn towards crime in order to prosper, feel respect and belong to something.

Racism and differential outcomes in policing and criminal justice

As in the responses to the previous question, there were many respondents who felt that ethnic disparities in crime are driven by bias or racism within the police. They said that the over-policing of deprived areas and poorer groups of people, which are often composed of ethnic minority communities, are leading to ethnic disparities in crime rates. Respondents cited stop and search and arrest rates as being evidence of racial profiling, targeting and historic prejudice in the police force.

In addition to policing, some respondents felt that racial bias against ethnic minority groups resulted in differential outcomes throughout the criminal justice system. Disparities in sentencing, convictions and prison populations contributed to a sense of unfairness for ethnic minority groups in the justice system.

Respondents felt that the combination of racism in the police and criminal justice system results in the general criminalisation of ethnic minority people.

Some respondents provided views about the effects that long-term experiences of racism can have on people. Some respondents argued that consistently experiencing racism can add to feelings of disenfranchisement and cause violence, involvement in gangs or crime to seem either more appealing or feel less serious.

There is much evidence to suggest young Black people have to work inordinately harder for their opportunities in life. Self worth and mental health are massively affected by the microaggressions and messaging experienced every day.

After a lifetime of racism, people will internalise these beliefs and view that they are not worthy of pursuing the options available to the white population of the U.K. Poverty, exclusion and deprivation could lead people to make unwise but desperate choices which could end with criminal activity. Racial profiling can inadvertently cause people to see that this is all they are worth.

Negative stereotypes

Some respondents felt that negative stereotyping of ethnic groups in society, in the media and by organisations such as the police has created a narrative that is not always true and can lead to the over-policing of ethnic minority groups. Many questioned the truth of there being disparities in crime between ethnic groups, asking whether it was in fact just another stereotype that certain groups commit certain crimes.

Terms such as ‘Black-on-Black crime’ were mentioned many times as being fiction, and cited as evidence that there is not enough of a commitment from the police and criminal justice system to end prejudice or bias towards ethnic minorities.

Responses to question 10: initiatives and interventions

Question 10: Can you suggest other ways in which racial and ethnic disparities in the UK could be addressed? In particular, is there evidence of where specific initiatives or interventions have resulted in positive outcomes? Are there any measures which have been counterproductive and why?

Many of the responses to this question provided further evidence, views and reflections which align with the themes identified in previous questions. Broadly, the main themes that emerged here were:

• improving education and cultural awareness – in schools, workplaces and across wider society
• increasing support, for both young people and families in particular
• improving monitoring of ethnic disparities and accountability
• tackling deprivation in different areas and socio-economic inequalities
• increasing representation and visibility of ethnic minority people across society
• engaging directly with community groups, charities and activists

Additionally, some respondents cited initiatives and measures with varying views on their success. A selection of these have been listed below.

Initiatives with mixed views from respondents

Unconscious bias and diversity and inclusion training

Views on the effectiveness of unconscious bias training and diversity and inclusion training were split evenly across respondents. Some thought these forms of training should be implemented more broadly, while others thought they were examples of more tickbox exercises that did not lead to real change.

Talking sessions, unconscious bias training and expecting people of ethnicity to freely volunteer their time to racial inequality initiatives is futile. Ethnic members lose faith in those rallying the cause as they do not see a change or actionable outcome. It’s time to invest, it’s time to drive and enforce change.

Quotas and positive action

Respondents also differed in their views of quotas and whether they were effective or counterproductive. These responses were also split in their views of whether addressing the root causes of disparities in the workplace (for example improving attainment at university, or encouraging open and transparent hiring practices) would be enough to tackle issues of representation.

One respondent cited the Rooney rule used in the US which states that NFL clubs must interview at least one Black, Asian or ethnic minority candidate for top vacancies, making the important distinction: “It’s not about quotas for employment, it’s quotas for opportunities.” This reflects the view that even when people from ethnic minority groups have all the right qualifications and skills, they can still struggle to find opportunities.

Likewise, other respondents expressed concerns that quotas and positive action were again tick box exercises that did not deal with the real issues faced by ethnic minority people.

Forced representation is a counterproductive initiative (i.e having 40% of a workforce be people of colour) because it feels as if a quota is needed to be met and that the measure is rooted in the interest of reputation rather than caring about diversity and BAME members of that work community.

Initiatives or interventions with negative views from respondents

These fall into 2 categories:

• policies described as poorly designed which have led to unintended consequences
• measures likely to disproportionately affect those from ethnic minority backgrounds due to their lower socio-economic status

An example of the former was the government’s Prevent strategy, which was criticised for entrenching harmful stereotypes of Muslim people. Similarly, other respondents cited the recent Home Office initiative designed to combat knife crime which involved printing messages about the dangers of carrying knives on chicken boxes.

One respondent said:

I cannot identify the logic in this policy. It must have been assumed that those who carry knives are black and black people eat chicken. This is a very bizarre line of thought and it is surprising that this became an actual policy. This made situations worse and increased tensions as it demonstrated that the state are out of touch with the communities they serve.

This highlights another theme in responses to question 10, which emphasised the need to engage directly with community groups, charities and activists.

In terms of measures likely to disproportionately affect those from ethnic minority backgrounds, examples were given which involved reduced funding of those organisations invested in the improvement of local ethnic minority and working class communities. A number of respondents mentioned the reduced funding for youth clubs, as well as the reduced financial support available for older children and young adults in education.

Initiatives or interventions with positive views from respondents

The Rooney Rule was given as an example of a successful initiative in the US. The Rooney rule was introduced into the NFL in 2003 when there were just 3 ethnic minority head coaches. By 2017, this had increased to 8. Between 2007 and 2016, 10 of the 20 Super Bowl teams had either an ethnic minority head coach or general manager, whereas before 2007 there were none.

In terms of successful initiatives in the UK, respondents raised Glasgow’s knife crime reduction strategy. Police in Glasgow adopted a ‘public health approach’ to reducing knife crime in the city, focusing on dealing with the causes of knife crime rather than the symptoms. Many respondents suggested that a similar strategy would work in other UK cities.

Another example was the Metropolitan police’s DIVERT programme, which received praise for helping change the lives of young offenders between 18 and 25. The DIVERT programme deploys Custody Intervention Coaches to speak with young adults in custody to steer them away from crime and direct them into employment, education or training. Many who participated in this programme are still in employment, education or training whilst the rest have all been offered mentoring and support.

Finally, several organisations self-reported successfully increasing representation in their workforce through positive action initiatives, for example setting public targets for ethnic minority representation in the company, including targets for senior management roles.Where examples were given, these initiatives led to a successful increase in ethnic diversity in top firms, sometimes exceeding their initial targets.

Other responses received

The call for evidence also received a number of responses which did not directly address any of the questions. Some of these directed the Commission to existing reports or resources, for example previous reviews or publications. Some respondents offered advice on how to run a call for evidence. The remaining responses in this category either offered broad observations on race relations and ethnic disparities in the UK, or took the time to share their personal experiences. Where possible, responses were assigned to the questions where their themes aligned.

Appendix A: call for evidence questions

1. What do you consider to be the main causes of racial and ethnic disparities in the UK, and why?

2. What could be done to improve representation, retention and progression opportunities for people of different ethnic backgrounds in public sector workforces (for example, in education, healthcare or policing)?

3. How could the educational performance of school children across different ethnic and socio-economic status groups be improved?

4. How should the school curriculum adapt in response to the ethnic diversity of the country?

5. How can the ways young people (in particular those aged 16 to 24 years) find out about and access education, training and employment opportunities be improved?

6. Which inequalities in health outcomes of people in different racial and ethnic groups are not (wholly) explained by inequalities in underlying determinants of health (for example, education, occupation or income)?

7. How could inequalities in the health outcomes of people in different ethnic groups be addressed by government, public bodies, the private sector, and communities?

8. What could be done to enhance community relations and perceptions of the police?

9. What do you consider to be the main causes of the disparities in crime between people in different racial and ethnic groups, and why?

10. Can you suggest other ways in which racial and ethnic disparities in the UK could be addressed? In particular, is there evidence of where specific initiatives or interventions have resulted in positive outcomes? Are there any measures which have been counterproductive and why?

Appendix B: Responding organisations

Submissions were received from the following organisations:

• 21K Digital Media Social Enterprise
• 4in10: London’s Child Poverty Network

A

• ACLC Women Committee
• Action for Diversity and Development
• Adanna Women’s Support Group
• African and Caribbean Support Organisation of Northern Ireland (ACSONI)
• African and Caribbean Women’s Association Scotland (ACWA)
• African Caribbean Education Network
• African Women’s Group Scotland
• Against Institutional Racism UK (AIR UK)
• The Anti-Racist Alliance Trust (ARATRUST)
• Age UK
• Agenda: The Alliance for Women and Girls At Risk
• Anti-Caste Discrimination Alliance
• Anti-Tribalism Movement
• APNA NHS: South Asian NHS Leaders Network
• Archives West Midlands
• Ark and Ark Schools
• Art History in Schools
• Asian Fire Service Association (AFSA)
• Association for Citizenship Teaching (ACT)
• Association of Accounting Technicians(AAT)
• Association of Educational Psychologists (AEP)
• Association of Police and Crime Commissioners (APCC)
• Association of South Asian Midwives (ASAM) CIC
• Aweo Group (with The Black Card Talks)

B

• BAME Health Collaborative
• BAME Senior Civil Servants
• Barnardo’s
• Basingstoke and Deane Borough Council
• Black Activists Rising Against Cuts(BARAC)
• Black Success Initiative (BSI)
• Bewnans Kernow
• Better Health for Africa (BH4A)
• Birmingham City Council Corporate Black Workers Group
• Black Educators East London (BEEL)
• Black Learning Achievement and Mental Health UK
• British Medical Association(BMA)
• Black Minority Ethnic Strategic Advisory Group
• Black Protest Legal Support
• Black South West Network
• Brent Council
• Brick by Brick Communities
• Bristol City Council
• BritBanglaCovid
• British Film Institute (BFI)
• British International Doctors Association (BIDA)
• British Psychological Society’s Division of Educational and Child Psychologists
• Brook
• Building Communities Resource Centre (BCRC)
• Business Action Momentum Enterprise
• Business in the Community (BITC)

C

• Campaign for Common Sense
• Care for Someone
• Caribbean and African Health Network (CAHN)
• Central Association of Nigerians in the United Kingdom
• Centre for Ageing Better
• Centre for Analysis of Social Exclusion (CASE)
• Centre for Mental Health
• Chanon Consulting
• Chartered Institution of Civil Engineering Surveyors
• Chartered Management Institute (CMI)
• Cheshire East Council
• Chief Nursing Officer’s for England Black Minority Ethnic Strategic Advisory Group
• Children’s Services, Hampshire County Council, including Youth Offending Team, Social Care and Education Teams
• Chartered Institute of Personnel and Development (CIPD)
• Chinese Liberal Democrats
• Citizen UK
• Clerkenwell and Shoreditch County Court
• Cleveland Police
• Coalition of Black and Black Ethnic Groups
• Coalition of Race Equality Organisations (CORE)
• Cognition HR and Finance Solutions Ltd
• College of Policing
• Community Union
• Confederation of School Trusts
• Co-op Group
• Coventry Black Community Covid-19 Taskforce
• COVID-19 Anti-Racism Group (CARG)
• CX-squared

D

• Decolonising The Curriculum For Educators UK
• Department of Health and Social Care
• Diaspora Voice
• Directors UK
• Don’t Divide Us
• Doncaster African Caribbean Support Group

E

• East of England BAME Network
• Eastern Region Black Educators
• Early Education
• Education and Employers Charity
• Elite Group Consultants Ltd
• Employment Lawyers Association (ELA)
• Enterprise Adviser Network in Sheffield (part of Sheffield City Council and funded by Careers and Enterprise Company)
• EQUAL Independent Advisory Group
• Equality and Human Rights Commission
• Equality 4 Black Nurses
• Essex Ghanaians Welfare Association
• Europeans Welfare Association (EWA CIC)
• Everyone Matters
• Everything Human Rights Community Group
• Excellence in Education (EIE)
• Experian UK&I
• Extend Ventures

F

• Fatherland Group
• Feed Me Good
• Fletcher’s Business Solutions Limited
• Five X More
• Former BAME Senior Civil Servants
• Friends, Families and Travellers
• Future Visions Ltd

G

• Getting It Right CIC
• Global African Congress UK (GACuk) - Reparatory Justice Community Organisation
• Goldsmiths, University of London
• Greater London Authority (GLA)
• Greater Manchester BAME Women’s Third Sector Network
• Greater Manchester Combined Authority
• Greater Manchester Fire and Rescue Service
• Greater Manchester Health and Social Care Partnership
• Greater Manchester Police
• Guy’s and St Thomas’ Charity

H

• Haringey Education Partnership and Haringey Council
• Healthwatch Birmingham
• Herts Community NHS Trust
• Herts Equality Council
• Hibiscus Initiatives
• Hindu Forum of Britain
• Home for Good
• Hope Bereavement Support CIC
• HOPE not hate
• Howard League for Penal Reform
• Hull Afro Caribbean Association (HACA)
• Hull Black History Partnership (HBHP)
• Hull University Teaching Hospitals (HUTH) NHS Trust
• Humber, Coast and Vale Health and Care Partnership

I

• iAssist-Ni
• IDPAD Coalition UK
• Imani Housing Co-operative Ltd.
• Imkaan
• Institute of Commonwealth Studies
• INQUEST
• Iraqi Welfare Association
• iSEA and The UK Federation of Chinese Professionals (UKFCP)
• IVE

J

• Jamaica Diaspora National Board
• Jones Lang LaSalle Lt (JLL)
• Joint Council for the Welfare of Immigrants
• Just Fair
• Just for Kids Law, including Children’s Rights Alliance for England
• JUSTICE
• Justice 4 You

K

• Kenya Nottingham Welfare Association
• Khidmat Centres
• Kidney Research UK
• Kirklees Council
• Kyloe Secure Children’s Home

L

• Latin American Women’s Rights Service (LAWRS)
• Leicester African Caribbean Citizens Forum
• Liverpool City Region Combined Authority
• Lloyds Banking Group
• London Borough of Brent
• London Borough of Hackney
• London Borough of Havering
• London Borough of Hounslow
• London Borough of Lambeth
• London Borough of Lewisham
• London Councils
• Luton Council
• Lydiard Group

M

• Manchester City Council
• Manticore Enterprise
• Maslaha
• Mendü
• Metropolitan Police
• Metropolitan Thames Valley Housing (MTVH)
• Middlesex University
• Migrant and Minority Ethnic Council
• MigrationUK
• Migrants’ Rights Network
• Milton Keynes College (MK College)
• Milton Keynes Islamic Arts and Culture Organisation (MKIAC)
• Ministry of Justice (MoJ)
• Mix and Match
• Mothers 4 Justice Ubuntu
• Movement for Justice and Reconciliation
• Mr and Miss Black and Beautiful
• MTC Group
• Museum Detox

N

• National Association of Head Teachers (NAHT)
• National Association of Schoolmasters Union of Women Teachers (NASUWT)
• National AIDS Trust
• National Education Union (NEU)
• National Governance Association
• National Union of Students (NUS)
• National Youth Agency
• Newcastle University: Applied Educational Psychology Doctor of (DAppEdPsy) teaching staff and students
• NHS BME Network
• NHS Calderdale and Huddersfield Foundation Trust
• NHS Birmingham and Solihull CCG
• No More Exclusions
• North East North Cumbria Integrated Care System (NENC ICS)
• North Staffordshire Combined Healthcare NHS Trust
• not named – 100 signatories
• Nottinghamshire Police
• Nubian Sisters
• Nuffield Orthopaedic Centre in Oxford
• Nurses Associations of Jamaica (UK)
• Nurses of Colour Network

O

• Office for National Statistics (ONS)
• Office for Standards in Education, Children’s Services and Skills (Ofsted)
• Office of Gas and Electricity Markets (Ofgem), on behalf of Embrace Network
• Office of the North Yorkshire Police, Fire and Crime Commissioner
• Office of the Police and Crime Commissioner for Northumbria
• Oldham Council
• Olive Tree CIC
• On Our Mind Ltd
• Open Minds Alliance
• Open Palm
• Optimal Success Limited

P

• Parents Action and Resource Centre (PARC)
• Police and Crime Commissioner for Wiltshire and Swindon
• Prison Reform Trust
• Probation Institute
• Protection Approaches

Q

• QED Foundation on behalf of Network for Pakistani Organisations (UK)
• Quakers in Britain
• Quantum Sugar: Self-empowerment Tools for Young People

R

• Race Equality First
• Race Equality Foundation
• Raleigh International
• Real Life Ministries
• Reform Pursuit
• Release
• RESCUE Project
• Resuscitation Council UK
• Rochdale Borough Council and NHS Heywood Middleton and Rochdale CCG
• Royal College of Nursing (RCN)
• Royal College of Obstetricians and Gynaecologists
• Royal College of Physicians
• Royal College of Psychiatrists
• Runnymede Trust

S

• Safety4Sisters
• Safeguarding Now Consultancy Limited
• Salesforce
• Salifu Dagarti Foundation
• SCIPE CIC
• Scottish Racism project
• Shabaka
• Shire Professional Chartered Psychologists
• Sikh Assembly
• Sikh Federation (UK)
• Simetrica-Jacobs
• Somerset African Caribbean Network (SACN)
• Southampton City Council
• St Christopher’s Fellowship
• Stardust Arts
• Stonewall and UK Black Pride
• StopWatch
• Suffolk Black Community Forum
• Sunrise Diversity
• Sussex Racial Equality Action Project (REAP), Brighton and Hove Black Women’s Group and ‘Justice. African History’
• Sutton African and Caribbean Cultural Organisation
• Swadhinata Trust

T

• Tameside Metropolitan Borough Council
• The 100 Black Men of London
• The Anti-Racist Social Club
• The Ascension Seed
• The Black Child Agenda
• The British Medical Association (BMA)
• The British Psychological Society
• The City of Liverpool College
• The Collaboratory
• The Delicate Mind
• The Diana Award
• The Equality Trust, and Compassion in Politics
• The Feminist Therapy Centre
• The Governance Forum
• The International Community Organisation of Sunderland (ICOS)
• The Local Equality Commission
• The Locum Doctors Association
• The Lois Project: Health Education Network
• The Mumtaza Network
• The Myrtus Workshop
• The Open Minds Project
• The Race Equality Centre
• The Smart Kid Coach CIC
• The Social Innovation Partnership(TSIP)
• The Summers Trust Charity
• The Traveller Movement UK
• The Unity Project (TUP)
• The Validate AI CIC
• Themelacoach UK
• Trafford Council
• Transform Justice
• Transforming Lives for Good (TLG)
• Transition to Adulthood Alliance
• Tyburn and Wheelwright Residents Group

U

• UK Federation of Chinese Professionals
• UNISON
• Unite2Strive
• United Family and Friends Campaign
• University of Birmingham: Centre for Research in Race and Education (CRRE)
• University of Essex: ESRC Research Centre on Micro-Social Change (MiSoC)
• University of Exeter
• University of Manchester: The Centre on the Dynamics of Ethnicity (CoDE)
• University of Nottingham

V

• VotesforSchools
• Vitabonna Development

W

• Women Acting in Today’s Society (WAITS) Charity
• Wales Centre for Public Policy
• Wandsworth Anti-Racism Education Campaign (WAREC)
• We and AI
• West Midlands Combined Authority
• West Midlands Police and Crime Commissioner(WMPCC)
• West Yorkshire and Harrogate Health and Care Partnership
• West Yorkshire Police
• Wellbeing Connect Services
• Why me?
• Wigan Equality, Diversity and Inclusion Steering Group
• Willesden New Testament Church of God
• Women’s Equality Party
• Women’s Policy Group NI
• World Afro Day CIC

Y

• Youth Futures Foundation

Z

• Zahid Mubarek Trust
• Zurich Insurance

Appendix C: Number of responses received

Question	Number of responses
1	1,646
2	1,485
3	1,357
4	1,337
5	1,543
6	1,131
7	1,118
8	1,313
9	1,207
10	1,135