Understanding and Addressing Racial Bias in Early Years Settings
Racial bias is an uncomfortable but essential topic to address. Early years settings play a powerful role in shaping children’s understanding of themselves and others, beginning long before they can fully articulate their thoughts. The attitudes and behaviours that children absorb during their earliest years can influence how they interact with the world as they grow. This is why it matters that practitioners take time to explore what racial bias is, how it can appear in everyday practice, and what can be done to reduce its impact.
What is racial bias?
Racial bias refers to the conscious or unconscious attitudes, assumptions or stereotypes people may hold about individuals or groups based on race, ethnicity or cultural background. Bias does not always come from a place of malice, and often, people are unaware that their judgements or actions are being shaped by it. However, even subtle or unintentional bias can affect children’s experiences, sense of belonging and developmental outcomes. In early years settings, racial bias can appear in many small, often unnoticed ways. These moments matter: they can send messages to children about whose stories, voices and identities are valued.
Why early years settings play a crucial role
Children are not born with racial bias. They notice differences in skin tone from as young as six months old, and by pre-school age, they may start forming early ideas about race. This means that, as early years educators, you have a rare opportunity: by modelling fairness, celebrating diversity and challenging unhelpful ideas, adults can help set the foundations for a respectful and inclusive view of the world. A setting that reflects and values all children gives them confidence, helps them feel safe, and supports the development of healthy self-esteem. It also prepares all children, regardless of background, to thrive in a diverse society.
How racial bias can show up in early years practice
Racial bias may be visible in practice in ways that are easy to overlook. For example:
- Resources that lack representation
Books, dolls, posters and play materials may reflect mainly white characters or cultural norms. Children who do not see themselves represented can feel invisible or less important.
- Different expectations of behaviour
Research shows that adults may unconsciously expect different behaviours from children depending on their ethnicity. For example, some children may be labelled as “loud,” “disruptive”, or “confident” more quickly than others.
- Mispronunciation of names
Names are an important part of identity. Continually shortening, anglicising or avoiding a child’s name can send a message that their heritage is inconvenient or less important.
- Limited celebration of cultural events
If the setting only marks a narrow range of cultural festivals, children may not learn about the richness and variety of the world around them.
- Staff discomfort when talking about race
Avoiding conversations about race, even with good intentions, can inadvertently reinforce silence around the topic, making it harder for children to ask questions or challenge stereotypes.
Reflecting on personal bias
Every practitioner has a unique background and set of experiences. Reflecting on your own beliefs and cultural lens is an important first step: this is not about assigning blame, but about developing awareness. Questions to consider include:
- Do I expect certain behaviours from certain groups of children?
- Are all families’ cultural traditions given the same attention?
- Are my resources, books and displays reflective of the children in my setting?
- Do I feel confident talking about race and diversity with colleagues and children?
Remember, reflection is ongoing. Regular professional discussions and supervision can help support safe, open conversations.
Practical steps to reduce racial bias in your setting
- Audit your environment
Review books, toys, posters and role-play resources. Check whether they reflect a wide range of ethnicities, family structures, skin tones and cultural experiences. Think about whose stories are being told and whose are missing.
- Celebrate diversity meaningfully
Go deeper than a one-day celebration. Talk about traditions, food, music and stories from many cultures throughout the year. Invite families to share parts of their heritage if they feel comfortable.
- Support children’s questions
Children are naturally curious. If they mention differences in skin colour or hair texture, respond openly and positively. Simple, factual, warm explanations help children understand diversity without shame.
- Pronounce names correctly
Ask families how to say their child’s name and practice it. Show appreciation for the meaning and importance of names.
- Challenge stereotypes
If children make a comment based on a stereotype, gently correct it. Use story time, play and conversations to introduce varied and positive representations.
- Provide ongoing training for staff
Regular CPD around anti-bias practice boosts staff confidence and helps keep conversations current. Team discussions, reflective practice sessions and training days can all support a stronger culture of inclusion.
- Partner with parents and carers
Families are central to a child’s identity. Working together to understand cultural expectations, communication styles and traditions will strengthen relationships and build trust with your families.
Creating a culture of inclusion
An inclusive setting is one where all children feel valued, seen and heard. This isn’t achieved through a single policy or display; it’s built through daily habits: the stories you choose, the language you use, the expectations you set, and the warmth and respect you bring to every interaction. When practitioners commit to understanding racial bias and working thoughtfully to address it, they create an environment that supports every child’s emotional well-being, confidence and sense of belonging.
A final thought
Confronting racial bias is not about pointing fingers. It is about learning, growing and ensuring that every child walks into a setting where they feel recognised and respected. By taking small, consistent steps, early years professionals can make a meaningful difference now and in the years ahead.
Resources:
Supporting Children Who Learn English as an Additional Language (EAL)
Understanding and Overcoming Unconscious Bias
How to Promote Equality and Diversity In Your Setting
Embrace International Family Equality Day!
