In the 1960s and 1970s, hundreds of black children in Britain were wrongly classified as “educationally subnormal” and sent to special schools. These schools were designed for students with learning disabilities, but the children placed there did not belong. This discriminatory practice devastated the lives of these children, their families, and the black community as a whole.
A disturbing trend in British education
During this period in British history, black children were disproportionately sent to special schools for the so-called ‘educationally subnormal.’ This label derived from the 1944 Education Act and was used to define those thought to have limited intellectual ability. In reality, however, this label was often applied to black children due to cultural misunderstandings and institutional racism.
The percentage of black immigrant children in these special schools was double that of their white counterparts. According to a 1967 report from the now-defunct Inner London Education Authority (ILEA), 28% of black immigrant children were placed in these schools, compared to just 15% of white children.
Racist assumptions and flawed IQ testing
The widespread belief that black children were intellectually inferior to white children played a significant role in this discriminatory practice. Teachers and psychologists often relied on IQ tests to assess students’ intellectual abilities. However, these tests were heavily biased against black migrant children.
Leading psychologists of the time, such as Hans Eysenck, believed that intelligence was genetically determined and that black children had lower IQs than their white peers. These racist assumptions were based on flawed studies and a fundamental misunderstanding of the cultural differences between black and white children.
The impact of language and cultural barriers
Language barriers also contributed to the overrepresentation of black children in special schools. Many Caribbean children spoke Jamaican English, also known as patois or creole, which teachers often misunderstood as a sign of limited intellectual ability.
Additionally, the assessments used to evaluate students did not consider the cultural and socioeconomic challenges faced by black children, such as the trauma caused by migration and the subsequent displacement.
The fight for change: Black parents, teachers, and activists
Frustrated by the unjust treatment of their children, black parents, teachers, and activists banded together to expose the scandal and force the education system to change. They faced an uphill battle, as the British education system was resistant to change and deeply entrenched in racist beliefs.
Bernard Coard’s seminal book
Bernard Coard, a Grenadian writer and teacher, was one of the most influential figures in this fight for change. In 1971, he published a groundbreaking book called “How the West Indian Child is Made Educationally Subnormal in the British School System.” This book argued that the education authorities were using special schools as a “dumping ground” for black children and that teachers were mistaking the trauma caused by immigration for a lack of intelligence.
Coard’s work led to positive action, including a sharp rise in black supplementary schools. These Saturday schools, set up by black parents, aimed at raising the educational attainment of black children by teaching curriculum subjects alongside black history.
The Race Relations Act and the 1981 Education Act
Years of pressure and campaigning eventually led to significant legal changes. The Race Relations Act was amended to prevent racial bias in education, and the 1981 Education Act enshrined inclusivity in law, abolishing the term “educationally subnormal” as a defining category.
A government inquiry into the education of children from ethnic minority groups published in 1985 found that the low average IQ scores of West Indian children were not a significant factor in their low academic performance. Instead, racial prejudice in society at large was found to play a crucial role in their academic underachievement.
The devastating impact on Black children
Despite these legal changes, the damage caused by the widespread misclassification of black children as “educationally subnormal” continues to be felt by those affected.
The ESN label and its lasting effects
The ESN label had a devastating impact on the lives of black children sent to special schools. Many left school without basic reading and writing skills, struggling to find employment and facing a lifetime of low self-esteem and psychological issues.
One former ESN student, Noel Gordon, spent ten years at a special school and left without the ability to spell or fill out a job application. Another former student, Maisie Barrett, was unable to read or write after leaving her ESN school, finding it extremely challenging when she later tried to attend mainstream secondary school.
The struggle for social mobility and equality
The experiences of black children in special schools have had a lasting impact on their lives, as well as the lives of their families and the wider black community. This scandal has contributed to ongoing disparities in education and social mobility for black children in Britain.
As Prof Gus John, an education campaigner, pointed out, the concerns about ESN schools persist today in the form of black children disproportionately placed in pupil referral units. These units were set up in 1993 to teach children excluded from mainstream schools, but black pupils are still three times more likely to be excluded in some areas.
A continuing battle for education equity
The story of black British children wrongly classified as subnormal and sent to special schools is a stark reminder of the institutional racism and discrimination that has shaped British education. It is a cautionary tale highlighting the need for ongoing vigilance and activism to ensure that all children, regardless of race or background, receive the quality education they deserve.
As the fight for education equity continues, it is essential to remember the lessons of the past and work together to ensure that all children have the opportunity to thrive in a fair and inclusive education system.
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