By Loretta Fernando-Smith

 

 

 

A while ago, a friend shared a troubling story that had taken place at his school. During class, a student discovered a note stuck to their back. It read: MONKEY. At first glance, it seemed like a childish prank - one of those 'jokes' students play on each other. But the teacher paused and asked the right question: 'Why monkey? Why not cat, pig, or donkey?'

Eventually, the student who wrote the note admitted he had seen football players and fans use the word as a racial insult. He knew, on some level, the power of the word.

The immediate response followed standard protocol: the note was removed, the incident documented, the victim was consulted, a warning was given. Problem solved, or so it seemed. But in the weeks that followed, the teacher who had witnessed the event kept returning to it:

• Had the needs of the targeted student been met?
• What about the child who caused the harm? Had anyone helped him reflect on the weight of his actions?
• What about the peers who watched it unfold?
• Was this identity-based harm? How do we know when an act crosses the line from being just a behavioural concern to cause deeper harm?

These questions point to a larger truth: incidents like this do not resolve themselves simply because a procedure is followed. The harm does not vanish once a note is thrown away or a student apologizes. Identity-based harm, whether through language, exclusion, or subtle microaggressions, cuts to the very core of who we are and how we see ourselves.

 

 

Why identity-based harm matters

Identity-based harm refers to discrimination targeted at individuals or groups because of any aspect of their identity. It can cause shame, confusion, or internalized self-doubt. Research shows that children who experience racial discrimination are more likely to suffer anxiety, depression, and decreased academic performance (Bottiani, J.H. et al.,2020; Priest, Naomi, et al., 2013; Schouler-Ocak, M., et al, 2021). The effects ripple outward: families, classmates, and teachers all carry pieces of the weight.

And yet, in many schools, such incidents are too quickly minimized and explained away as “jokes,” “cultural norms,” or “misunderstandings.” When this happens, children learn to silence themselves, to fit in, and to question their own worth. Communities lose the opportunity to interrupt harmful patterns and to build cultures of accountability and repair.

 

The complications of adolescence

One of the challenges schools face in addressing identity-based harm is that young people often resist naming or confronting it themselves. A targeted student might insist: “It’s no big deal.” or “They’re my friend.” For middle school students especially, the desire to fit in can outweigh the instinct to speak up. Silence, dismissal, or even defending the person who caused the harm can become survival strategies.

But schools cannot take those words at face value. Not wanting to make a fuss does not mean harm has not occurred. In fact, it may be a signal of how heavy the weight of identity can feel for adolescents - how deeply the need for belonging competes with the need for justice.

That is why it is essential for schools to have clear policies and guidelines for responding to identity-based harm. The responsibility for recognizing, naming, and addressing these incidents cannot be left on the shoulders of students or their families. When schools take the weight of decision-making, they free young people from the impossible choice between belonging and truth-telling, and they send a clear message that dignity and safety are non-negotiable.

 

Policies and prevention

Clear policies and procedures are vital - they ensure schools respond consistently and appropriately when identity-based harm occurs. But policies alone are not enough. They help us deal with harm once it has happened; they cannot by themselves prevent it. Prevention requires intentional work that begins from the very first moments of a child’s educational journey.

The Social Justice Standards, developed by Learning for Justice, offer a powerful framework for this work. They are organized into four domains that provide a developmental roadmap for building equitable, just, and inclusive school communities:

• Identity – Helping students develop positive self-concepts and pride in who they are, while respecting the identities of others.
• Diversity – Cultivating curiosity and appreciation for difference, and the skills to build authentic relationships across varied identities and experiences.
• Justice – Equipping students to recognize unfairness, bias, and systemic inequities, and to analyse how these affect individuals and communities.
• Action – Empowering students to speak up, work together, and take steps - both individually and collectively - to make change.

When these domains are woven into the curriculum from the very start, rather than treated as add-ons or afterthoughts, students gain the tools to understand themselves and others, to question stereotypes, to recognize injustice, and to take constructive action.

 

Moving toward repair and belonging

When identity-based harm occurs, schools have a responsibility to move beyond disciplinary procedures. True accountability involves:

• Recognizing the harm clearly - naming it for what it is.
• Supporting the targeted student and their family - ensuring they feel heard, safe, and validated.
• Engaging the student who caused harm - not only through consequences, but by guiding reflection and growth and, where appropriate, restorative approaches.
• Acknowledging the bystanders - helping witnesses process what they saw and empowering them to act differently in the future.
• Partnering with families - understanding that harm affects the whole community, not just the individuals directly involved.
• Addressing 'cultural norms' - challenging behaviours and attitudes that have been normalized over time but perpetuate harm.

What gives me hope is the number of international schools now tracking incidents of identity-based harm systematically, training staff in restorative responses, and embedding equity and inclusion into professional learning. These steps are essential. But they are only beginnings.

The weight of our identities can be heavy. For some, that weight is rarely noticed; for others, it is carried daily. As educators, parents, and leaders, our role is not to dismiss or downplay that weight, but to ease the weight of carrying it and, ultimately, to build communities where such harm no longer occurs.

 

References

Bottiani, J.H. et al. (2020) Buffering effects of racial discrimination on school engagement: The role of culturally responsive teachers and Caring School Police, The Journal of school health. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC7702121/ (Accessed: 25 September 2025).

Priest, Naomi, et al. “A Systematic Review of Studies Examining the Relationship between Reported Racism and Health and Wellbeing for Children and Young People.” Social Science & Medicine, vol. 95, Oct. 2013, pp. 115–127. Elsevier, https://doi.org/10.1016/j.socscimed.2012.11.031

Schouler-Ocak, M., et al. "Racism and mental health and the role of mental health professionals." European Psychiatry 64.1 (2021): e42.