In our teacher meeting this week we were joined by one of the parents, Nyasha Tondoro to hear out about her experience growing up in the UK. Her childhood was a largely pleasant one but sadly, there were both subtle, under the radar, racism and overt racism. Unfortunately in the world we live, this is not unique to a particular ethnic group and you will find similar experiences among people in our community. Nyasha’s life experiences, her openness and real desire to educate and inform, make her an incredibly positive role model.
At Springmead we actively celebrate our similarities, differences and our individuality. These similarities and differences as well as our own uniqueness present themselves in many different forms – race, colour and heritage to name a few. Naturally, as part of understanding themselves and the wider world around them, children often discuss this freely, pointing out ways in which they are the same or different to one another be it height, gender, colour or ability/disability. At times, these discussions can be awkward or uncomfortable – particularly for those listening in – as children tend to ‘say what they see’. Helping children frame those early conversations and find the right language to discuss similarities, differences and individuality inclusively and positively is important. Children are naturally curious and naturally observant; it’s built into them and integral to their development. As educators and as parents we have a duty to answer children’s questions, guide them in their use of language and give answers that support inclusivity. To help start the conversation at home and support our work on inclusivity and diversity in school, we’d recommend reading the attached article which gives some great suggestions on how to talk openly and candidly with your child about what makes us unique.