Exploring the Impact of Race, Ethnicity, and Culture on Child Welfare Practices

Race, racism, and racial bias have, in recent years, had increased prominence in serious case reviews and their successor reviews. This thematic review examines the impact of race, ethnicity and culture on multi- agency practice where children have suffered serious harm or died.

Themes within previous reports include: Inconsistent recording of ethnicity within reviews, while recognising that this has improved over time. A lack of direct attention to, and analysis of, the impact of race, ethnicity, and culture on practice. A failure to recognise or name racism, bias and wider systemic experiences of discrimination.

What needs to change - Jahnine Davis Create conditions that empower staff to have conversations with children and families about race and identity, This includes ensuring there are safe opportunities for self-reflection within teams and in supervision to enable them to acknowledge their biases. Ensure appropriate internal structures are in place to support staff to recognise, discuss and challenge internal and institutional racism. Review strategies for addressing race, racism and racial bias in work with Black, Asian and Mixed Heritage children, inc. the design and commissioning of services

Reflective Qs How can you feel empowered to have conversations with children and families about race and identity, particularly when you are working with individuals from different cultural and ethnic backgrounds to your own? How can you create the conditions that empower others to do this effectively? How confident are you that, when engaging with children, you consider all aspects of their identity and how these may intersect to influence risk and vulnerability? If you don t feel confident, why might this be the case? How can you instil confidence and skill in others to do this effectively?

Reflective Qs Do you feel confident that you understand the impact of race, culture and ethnicity on children and families, and on their experiences? If you don t, what may explain a lack of confidence in this area? How do you explore this with children and families and create opportunities and spaces for them to discuss its impact? How do you ensure you are self-reflective about your own biases when working with children and families from diverse cultural and ethnic backgrounds? How is this supported on an individual level, and within teams? How do you reassure yourselves that your teams have reflective spaces to explore these issues?

Reflective Qs How can you be supported to effectively respond to the diverse communication needs for children and families (inc interpreters)? Are you reassured that appropriate internal structures are in place to support others to recognise, discuss and challenge internal and institutional racism? How confident would you feel, as an individual, to name and challenge racism?

Appendix 1 taken from SecEd - AI CPD DSL understand AI-generated abuse material - IWF reports All staff CPD to understand the risks of AI and deepfakes Staff reminded not to share images of themselves publicly online Online safety curriculum should teach children to stay safe when using AI only interact with people that they know use safe and suitable websites developing digital resilience reporting mechanisms and support Parents should be informed regularly of risks to children online supported to ensure safeguards to home broadband networks encouraged to check children s devices regularly. reminded not to share images of children online

Appendix 1 taken from SecEd - AI Filtering and monitoring should prevent children from accessing harmful content A robust response involving safeguarding partners in the event that children generate or distribute deepfake images or videos of peers. DSLs should be familiar with tools to support in the removal of abusive or indecent images, such as the Report Remove tool Specialist support should be sought where children have experienced online sexual abuse, as well as schools following local procedures for referring any incidents of harm or abuse to social care and to the police.

Appendix 2: Who to consider on your Vulnerable Pupil list Is disabled or has certain health conditions and has specific additional needs. Has SEN (whether or not they have an Education, Health, and Care plan). Has a mental health need. Is a young carer. Is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines. Is frequently missing/goes missing from care or from home. Is at risk of modern slavery, trafficking, sexual or criminal exploitation. Is at risk of being radicalised or exploited. Has a family member in prison or is affected by parental offending. Is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues, and domestic abuse. Is misusing alcohol and other drugs themselves. Has returned home to their family from care. Is at risk of honour-based abuse such as female genital mutilation or forced marriage. Is a privately fostered child. Is persistently absent from education, including persistent absences for part of the school day Are bereaved. Are showing signs of being drawn into serious violence including knife crime. Are viewing problematic and/or inappropriate online content (for example, linked to violence), or developing inappropriate relationships online. Have a parent or carer in custody. Are missing education (or persistently absent from school) or not in receipt of full-time education. Have experienced multiple suspensions and is at risk of or has been permanently excluded.