As a future Black trainee history teacher preparing to enter the profession in September 2025, I've been reflecting on how Black British history is taught in British schools. While we've made some progress since the Macpherson Report, it is evident that as a country we still have a long way to go in order to achieve complete racial inclusivity in our national curriculum for history. The Macpherson Report was published in 1999 after a judicial inquiry into the Metropolitan Police’s handling of the murder of Stephen Lawrence in 1993. It was a pivotal report that led to significant changes to our legal system, policing, and educational institutions.
Despite the Macpherson recommendations, such as the importance of a diverse curriculum, The Black Curriculum Report (2020) argues that no significant advancements have been made around the national curriculum or the teaching of Black history in schools. The current National Curriculum for History, particularly at Key Stages 3 and 4, continues to present a predominantly Eurocentric narrative that often relegates Black British experiences to the margins. When Black history is taught, it frequently focuses on American civil rights figures like Martin Luther King Jr. or Rosa Parks rather than exploring the rich tapestry of Black British historical figures who have shaped our nation, such as Ignatius Sancho, who was a British abolitionist, writer, composer, and one of the first Black British people known to have voted in a general election.
My own experience working at a diverse secondary school in London has shown me what's possible when diversity is truly embraced. Our school has a significant number of teachers and students of colour, including Black teachers in leadership positions. This representation matters; it shows both the teachers and the students of colour that their histories and experiences are valued. However, my school's approach is unfortunately not yet the norm across Britain. Research from the Black Curriculum reveals that 74% of teachers surveyed either don't teach Black British history at all or rarely include it in their lessons. This isn't just about representation; it's about providing all students with an accurate and complete understanding of British history.
To illustrate, when we teach about World Wars without acknowledging the presence and contributions of Black Britons such as Walter Tull, Britain's first Black army officer who served in World War one, we're providing all students with an incomplete education. His story isn’t just ‘Black history’; it's British history. Yet many students complete their education without ever learning his name, let alone about his remarkable contribution to Britain’s victory in the first world war.
The Young Historians Project (YHP) plays a crucial role in addressing this gap by encouraging young Black people of African and Caribbean heritage to become historians and history teachers. This isn't just about teaching Black history during Black History Month in October; our objective is to integrate Black British history throughout the history curriculum year-round and educate the general public on Black British history and how Black British historical figures or groups have shaped our country and have positively contributed to this great nation.
As relayed in the Black Curriculum report "According to the Runnymede Trust, in 2013 only 11 trainees from 543 History teacher trainees came from Black African, South Asian (Bangladeshi and Pakistani descent), and mixed-race backgrounds." Although these numbers have increased over the last 12 years, it is growing at a very slow rate. One could argue that the lack of diversity among history teachers can impact how confidently and effectively Black British history is taught in our classrooms. I believe in order to tackle this issue, it is crucial that we radically change our educational system. This means developing resources that properly integrate Black British history throughout the curriculum rather than treating it as an add-on during Black History Month. Furthermore, teachers need better training to confidently teach diverse histories, and schools must focus on increasing the number of Black history teachers in our classrooms.
As I prepare to begin my teacher training, I'm excited about the possibility of contributing to this change. YHP's mission to educate the public about Black British history and encourage young Black people to become historians resonates deeply with my own aspirations. Their work shows that when we make Black British history more accessible, we enrich everyone's understanding of British history and create pathways for future generations of Black historians and educators to see themselves represented in both the stories we tell and the people who tell them.
I would like to argue that my school is a leading case in demonstrating what we can achieve. Their efforts in demonstrating diversity and inclusivity amongst their students, teachers, and curriculum shouldn't be exceptional- it should be the norm across British schools. Every student, regardless of their background, deserves to see themselves reflected in the history they study.
As one parent from a focus group I interviewed at the Wellingborough African Caribbean Association (WACA) stated, "History without Black history is like having no trousers on." I believe it's time to ensure our curriculum is fully dressed.
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