The Power and the Glory of Afro Hair- And How Schools Often Disrespect It

Schools have problems with Afro hair. Sal McKeown reports on the issue of hair and racism.

A girl with Afro hair standing between Rastafarian father and white mother — Ruby Williams with her parents

‘Afro hair is not treated well in society,’ says Michelle De Leon Founder and Director of World Afro Day and Features Producer on Good Morning Britain. ‘It can be seen as unprofessional, a messy-looking hair type, and something that is not normal. But it is actually just a normal hair type, the same way that everyone else’s hair type is normal’

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#94360"
  ["title"]=>
  string(67) "Critical Race Theory: Why Unconscious Bias Training Isn’t Enough."
  ["categories"]=>
  array(4) {
    [0]=>
    string(5) "Blogs"
    [1]=>
    string(9) "Inclusion"
    [2]=>
    string(9) "Inclusion"
    [3]=>
    string(21) "Racial Discrimination"
  }
  ["url"]=>
  string(93) "https://www.teachingtimes.com/critical-race-theory-why-unconscious-bias-training-isnt-enough/"
  ["post_date_timestamp"]=>
  int(1623062397)
  ["objectID"]=>
  string(12) "post-94360-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(145) "Education is key to the anti-racist fight. Alas, research suggests that racism is still deeply embedded in our school systems. "
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(370) "... the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(67) "Critical Race Theory: Why Unconscious Bias Training Isn’t Enough."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Vanessa Joshua"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(145) "Education is key to the anti-racist fight. Alas, research suggests that racism is still deeply embedded in our school systems. "
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(6) "racism"
        [1]=>
        string(6) "school"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(2098) "next step is to enact change.Increase racial literacy of school staff: Currently the majority of our teaching workforce is white, and many go into teaching feeling they are not ‘racially literate’. In their report on racism in secondary schools, Runnymede argue that the racial literacy should developed on an ongoing basis. This depends on teachers being given the time and resources to begin this journey. Suggested readings can be found here.Diversify your curriculum to increase racial diversity: Our current curriculum fails to reflect the racial diversity of British society. Schools should use the curriculum to teach students about the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should think about the impact that policies in seemingly ‘neutral’ areas such as hair have on BAME students. In recent years there have been numerous cases of Black students being excluded because their hair was not deemed to be ‘appropriate’ for schools. Schools should therefore think about such policies, and ensure students are not inadvertently impacted by them.Focusing change on policies and practice and monitoring patterns and change using data leads to more sustainable change, avoids placing the blame for structural inequality on individuals and demonstrates a schools’ explicit commitment to addressing racism.Vanessa Joshua has a BA in History, and is currently completing an MA in Global Ethics and Human Values. Previously she worked as a teaching assistant in primary and secondary schools. Her personal experience of permanent exclusion, and work with children with special educational needs and disabilities, has fuelled her passion for supporting better access to quality education for vulnerable children and young people."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "racism"
        [2]=>
        string(6) "school"
        [3]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(5) "Blogs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(21) "Racial Discrimination"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Non homepage"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Blogs

Critical Race Theory: Why Unconscious Bias Training Isn’t Enough.

7 Jun 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#92941"
  ["title"]=>
  string(65) "Racism In Schools : Why Unconscious Bias Training Isn’t Enough."
  ["categories"]=>
  array(4) {
    [0]=>
    string(27) "Inclusion and Pupil Premium"
    [1]=>
    string(10) "Leadership"
    [2]=>
    string(11) "Racial Bias"
    [3]=>
    string(13) "Uncategorised"
  }
  ["url"]=>
  string(90) "https://www.teachingtimes.com/racism-in-schools-why-unconscious-bias-training-isnt-enough/"
  ["post_date_timestamp"]=>
  int(1615546829)
  ["objectID"]=>
  string(12) "post-92941-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(181) "Why is racism so hard to eradicate in our schools? Venessa Joshua shows how Critical Race Theory can explain its nuanced and persistent nature and is the key to fighting it"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(370) "... the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(74) "Racism In Schools : Why Unconscious Bias Training Isn’t Enough."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "racism"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(181) "Why is racism so hard to eradicate in our schools? Venessa Joshua shows how Critical Race Theory can explain its nuanced and persistent nature and is the key to fighting it"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "racism"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4195) "training which focuses on individuals’ biases. Suggested steps schools can take include:Use your data: if the data starts to highlight that certain groups are overrepresented in undesirable categories, the next step is to enact change.[12]Increase racial literacy of school staff:[13]Currently the majority of our teaching workforce is white, and many go into teaching feeling they are not ‘racially literate’. In their report on racism in secondary schools, Runnymede argue that the racial literacy should developed on an ongoing basis. This depends on teachers being given the time and resources to begin this journey.[14] Suggested readings can be found here.Diversify your curriculum to increase racial diversity: Our current curriculum fails to reflect the racial diversity of British society. Schools should use the curriculum to teach students about the history of structural racism and use lessons tooEmbed clear, anti-racist policies and think of the impact that guidelines on ‘neutral’ policies such as uniform and hair have on BAME students: It is important that when trying to tackle racism, schools create explicit, anti-racist policies. Additionally, schools should think about the impact that policies in seemingly ‘neutral’ areas such as hair have on BAME students. In recent years there have been numerous cases of Black students being excluded because their hair was not deemed to be ‘appropriate’ for schools. Schools should therefore think about such policies, and ensure students are not inadvertently impacted by them.Focusing change on policies and practice and monitoring patterns and change using data leads to more sustainable change, avoids placing the blame for structural inequality on individuals and demonstrates a schools’ explicit commitment to addressing racism.Venessa Joshua is a researcher (and former excluded student ) at the Centre for Education and Youth In our  upcoming session at the InclusiveEd conference, we use Critical Race Theory as an analytical tool to understand how racism is embedded in our education system, exploring topics such as exclusions, attainment, leading onto a discussion on the more nuanced ways it impacts BAME students and teachers. The session will explore, in more depth, the ways in which schools can begin to develop an anti-racist agenda. You can find out more details about the conference and sign up here![1] https://www.smf.co.uk/commentary_podcasts/institutional-racial-discrimination-in-schools/https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[2] https://www.telegraph.co.uk/news/2021/02/19/120-charities-give-staff-unconscious-bias-training-amid-accusations/[3] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807862/Timpson_review.pdf[4] https://diana-award.org.uk/wp-content/uploads/2020/11/A-Peers-Perspective-Sep-2020_Summary-report-1.pdf[5] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf[6] https://www.bera.ac.uk/publication/critical-race-theory-crt[7] http://www.jstor.org/stable/j.ctt9qg9h2.7[8] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/277111/4262.pdf[9] https://www.amnesty.org.uk/london-trident-gangs-matrix-metropolitan-police[10] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/935355/police-powers-procedures-mar20-hosb3120.pdf[11] https://england.shelter.org.uk/professional_resources/policy_and_research/policy_library/the_black_and_minority_ethnic_housing_crisis[12] https://doi.org/10.1080/15210960.2019. 1606632.[13] Runnymede’s definition of ‘racial literacy’ is used here, which refers to “the capacity of teachers to understand the ways in which race and racisms work in society, and to have the skills, knowledge and confidence to implement that understanding in teaching practice.”[14] https://www.runnymedetrust.org/uploads/publications/pdfs/Runnymede%20Secondary%20Schools%20report%20FINAL.pdf"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "racism"
        [2]=>
        string(6) "school"
        [3]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(27) "Inclusion and Pupil Premium"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(11) "Racial Bias"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(13) "Uncategorised"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(4) "BAME"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "racial bias"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(21) "racial discrimination"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Inclusion and Pupil Premium

Racism In Schools : Why Unconscious Bias Training Isn’t Enough.

12 Mar 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#35624"
  ["title"]=>
  string(24) "Briefcase 5 - Headliners"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/briefcase-5-headliners_1/"
  ["post_date_timestamp"]=>
  int(1172017570)
  ["objectID"]=>
  string(12) "post-35624-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(35) "School prospectus contents"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(318) "one area of sport to pursue this.We have a uniform for PE/ Games lessons, please see the school uniform section. Long hair should be tied back and jewellery removed for all PE and swimming lessons.There are separate swimming sessions for swimmers and non-swimmers in years 3 and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(24) "Briefcase 5 - Headliners"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(35) "School prospectus contents"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5679) "one area of sport to pursue this.We have a uniform for PE/ Games lessons, please see the school uniform section. Long hair should be tied back and jewellery removed for all PE and swimming lessons.There are separate swimming sessions for swimmers and non-swimmers in years 3 and 4. Parents are asked to make a donation towards the cost of swimming.CDTIn every year group a ‘circus’ operates. This means that children work in small groups on a range of craft activities including pottery, drama, cookery, book-making and other design activities. This year Planning, Preparation and Assessment time will be made available to class teachers during this time. As a result the lessons will be delivered by a range of skilled practitioners who specialise in CDT.We feel all children benefit from the opportunities provided by practical and creative activities. An emphasis is placed upon children planning and evaluating the activities they are involved with.GeographyIn Geography children are encouraged to investigate people and place by observation and enquiry. Knowledge, understanding and skills are developed progressively, leading children from the familiar to the unknown. Three main localities are studied:· The school and its surrounding area· Local are and contrasting locality· The RainforestsFieldwork and environmental studies are features of each year’s geographical study.HistoryMost of our History is taught in topics:Year 3: Ancient EgyptYear 4: Ancient GreeceYear 5: World War 2 and The VictoriansYear 6: The TudorsCollecting evidence and using artefacts are particularly important skills, which the children are encouraged to develop during their History lessons. We also try to link topics together as much as possible to make the most of cross-curricular opportunities. We try to provide opportunities for each year group to engage in a History project that includes visits and visitors in order to bring the past to life.Religious EducationAt Learnalot we place great importance upon the value of religious education. Our work is based upon the LEA Agreed Syllabus and includes the study of Christianity and the other major world religions. We celebrate a range of faiths, cultures and festivals including Christmas, Eid, Diwalhi, Easter and Harvest. In order to emphasise the importance of caring for others we have a termly charity, drawn from both local and national causes, which children are encouraged to make donations towards and raise money for.Although we hope all our children will be able to benefit from RE lessons, parents do have the right to withdraw their child and should notify the headteacher where this necessary.ICTThe development of ICT skills is a priority at Learnalot. We concentrate initially on the development of basic word-processing, data-handling and graphic-designing skills. Children are encouraged to work independently on the computer in a range of subjects and recognise the place of IT in society. We have two fully equipped ICT suites and interactive media in all year 5 and 6 classrooms. These enable classes to have hands-on access as well as enabling lessons across the curriculum to be taught using the most up-to-date technology. We are connected to the internet and are part of the broadband network. Access to unsuitable sites is restricted and we would draw your attention to our internet policy.Special NeedsWe have an experienced Special Needs Co-ordinator who liaises with outside agencies, maintain files and records and oversees our special needs provision. Our team of teaching assistants target children requiring extra support and use a wealth of additional materials to help accelerate their learning. The majority of special needs teaching will take place within the classroom and staff are aware and act upon the Individual Education Programmes of the children in their class.At some time during your child’s time at Learnalot they may be given:An Individual Education Plan – written for children who need extra help to support their learning and are working at ‘School Action’ and ‘School Action Plus’ level. These are drawn up through discussion between the classteacher, teaching assistant and Special Needs Co-ordinator.A Personal Education Plan – these are put together with social services and other agencies where a child is fostered or is ‘looked-after’ in some form.A Personal Support Programme – these are provided for children who have emotional and behavioural needs which require specific programmes of work and supportYou will be invited to discuss these documents with us should the need arise for your child to have one. They are all intended to help indicate the support your child needs and involve extensive consultation which includes the views of the child. Further information is available in our Special Needs Policy.We are also keenly aware of the needs of the more able children in our school. We have a member of staff who is jointly responsible with all teaching staff at Learnalot for extending and challenging more able children. Further information is available in our ‘Gifted and Talented’ Policy.We work in close partnerships with all the support services provided by the LEA (Local Education Authority) and use a range of assessment methods to identify difficulties. Please let us know if you have any concerns or issues you would like to raise. We aim to ensure that your child’s individual needs remain at the forefront of our planning and assessment practices.Nurture roomWe have a nurture group in school which provides additional support for children"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Briefcase 5 - Headliners

21 Feb 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#43068"
  ["title"]=>
  string(33) "What's wrong with school PE kits?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(45) "https://www.teachingtimes.com/school-pe-kits/"
  ["post_date_timestamp"]=>
  int(1462233601)
  ["objectID"]=>
  string(12) "post-43068-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(256) "School PE kits are putting girls off sport - with consequences well into adulthood. So what's wrong with the current kits, and what can schools do to ensure girls - and indeed their entire student body - feel happy and confident taking part in PE?"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(320) "... most primary and secondary schools is outdated and in need of a complete overhaul. She went on to add that schools should install cubicles and hair dryers in their changing areas, so that girls can reconstruct their personal image after taking part in sports and physical activity in school.But ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(42) "What's wrong with school PE kits?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(256) "School PE kits are putting girls off sport - with consequences well into adulthood. So what's wrong with the current kits, and what can schools do to ensure girls - and indeed their entire student body - feel happy and confident taking part in PE?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "school"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4488) "Research has proven time and time again that school PE kits are putting girls off sport – and the impact continues right into adulthood. So what’s wrong with the current kits, and what can schools do to ensure girls – and indeed their entire student body – feel happy and confident taking part in PE?At the start of the year, the Daily Mail published a study looking at the effects PE kits have on schoolgirls. According to the survey, 75 per cent of girls in secondary schools have at least one concern about taking part in school sports, with the majority citing the discomfort and embarrassment of wearing their PE kit as a major factor for sitting on the sidelines during sports lessons. This survey echoes the findings of a similar study carried out by The Telegraph in 2014, in which nearly half (46 per cent) of schoolgirls surveyed admitted to actively avoiding sport due to the embarrassment caused by their school PE kit. In this instance, most girls said they enjoy being active, but shun physical activity because their sports kit makes them feel ugly. This, coupled with the Mail’s more recent survey, is undoubtedly the reason why encouraging teenage girls to become more active is now considered a major problem across the UK and beyond. Research shows that 90 per cent of girls under the age of 16 are not getting enough exercise to meet the government’s recommended guidelines – a worrying statistic, and one that could have a detrimental impact on the future health of those affected. So what’s going wrong with school PE kits, and how can schools better promote sport and exercise in young school students? Jennie Price, head of Sport England, believes the problem with PE kits rests in their outdated design and impracticality. Speaking at a recent conference of school leaders, Price said that female pupils should be allowed to wear a PE kit that they feel comfortable in, and that the traditional ‘short skirt’ kit still favoured by most primary and secondary schools is outdated and in need of a complete overhaul. She went on to add that schools should install cubicles and hair dryers in their changing areas, so that girls can reconstruct their personal image after taking part in sports and physical activity in school.But if, as Price suggests, schools were to introduce new PE kits for their pupils, what would they look like, and how would they help to alleviate the problems associated with girls not taking part in sport and physical education? School uniform and sportswear specialists, SWI, believe the key to a successful PE kit rests in innovative fabrics and new garments specifically designed to help foster an interest in sport among young girls. They said: “By providing a PE kit which benefits from breathable performance fabrics and flattering design features, schools can help their students feel more comfortable in their sportswear. A PE kit should empower young girls to engage more freely with sport, as well as generate a sense of pride and professionalism. We’d recommend garments which offer practicality as well as style, such as opaque leggings and breathable, high-necked collared training tops. Dark fabrics are also a good choice, as they hide sweat patches and keep the body cooler.”Of course, introducing a new PE kit is only the first step in encouraging school pupils to take a more active interest in sports and physical education in schools. The Women’s Sport and Fitness Foundation has previously reported that 23 per cent of women say PE put them off sport and physical activity for life, so it’s important school governing bodies take steps to better endorse sport in school in the future. Looking for exciting ways to engage children, especially girls, in sports? Discover creative approaches to PE in these related articles:Sports in the spotlight – A series of activities related to some of the world’s most celebrated sporting events: Wimbledon, The Ashes and Euro 2016.    Sport in the urban school – Not all schools have playing fields or wonderful sports halls. Crispin Andrews visits a Victorian London primary school which has made the best of their fenced in playground.    Making the most of your primary sports funding – Ringfenced funding for sports in primary schools was a welcome move. But how can you get the most for your money?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "hair"
        [1]=>
        string(6) "school"
        [2]=>
        string(7) "uniform"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

What's wrong with school PE kits?

3 May 2016

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies