On Wednesday June 17^th the Beyond Windrush: The Children Britain Misclassified will take place at Goldsmiths University. The event will “explore how thousands of children were mislabelled ‘educationally subnormal (ESN) in UK schools from the 1950s–1980… examines how and why this happened, and the lasting impact it has had on individuals, families, and communities.”

The event is part of an ongoing campaign to raise awareness of this issue, particularly in recent years. It has proved to be a challenging conversation with attempts to have it debated in parliament not getting the desired support. (1)

Bernard Coard, whose seminal 1971 book “How the West Indian Child is Made Educationally Subnormal in the British School System” broke the scandal has since highlighted that even though the ESN schools officially closed decades ago their ethos has merely been transferred to other institutions, thus ensuring the consolidation and regeneration of their pernicious legacy:

“The children the book spoke of are the parents and grandparents of today’s children… What is particularly important to note is that the children of the 1960’s and 1970’s whom the British education system failed are the parents and grand parents of today’s children — large numbers of whom are being suspended and “excluded” from schools, or placed in “special units” or streams. For many reasons true then as now, black boys were affected far more than black girls. The lesson to be learned for today’s problems in the school system is that they were “hatched” decades ago, in the previous two generations. When society fails one generation of children, it lays the foundations for similar, even worse failures in the generations to follow.” (2)

Three years ago at an event on the subject at the Houses Of Parliament, Leslie Thomas KC, advanced a wide-ranging Ten Point Plan to address the legacy of ESN school in the Afrikan Community:

1. Acknowledge the harm done to Black children in the UK educational system in the 1960s and 1970s and its ongoing impact. We can’t move forward until that is acknowledged. This will help to begin the healing process for victims and their families.
2. The government should provide compensation to the victims and their families, upon suffered. This could include financial compensation, access to education, healthcare and other resources.
3. The government should provide education and training to teachers, administrators and policy makers on the history of the impact of racism in education, cultural competency and anti-bias practices. This will help ensure that all children regardless of their background receive a fair and equitable education.
4. Develop culturally responsive and anti-racist curriculum and teaching practices in schools. The UK education system should undergo curriculum reform to better reflect the experiences and contributions of Black people throughout history. This includes teaching about the legacy of slavery, colonialism and racism as well as highlighting the achievements and contributions of Black people in all fields.
5. Increase diversity and representation in the teaching profession. The UK education system should work towards increased representation and diversity among teachers, administrators and other education professionals as well as in the ranks and among the leadership. This will help ensure that all children have access to role models who reflect their own experiences and backgrounds.
6. Provide training for teachers and school administrators to recognise and address the specific needs of Black children.
7. The government should establish mechanisms to monitor and hold accountable schools and other educational institutions that perpetuate racial discrimination and bias. This could include setting up an independent body to investigate complaints of racism and discrimination in schools.
8. Community engagement. The government should look to work with Black communities, families and other stakeholders to ensure that their voices are heard and their needs and concerns addressed in education policy making.
9. Implement measures to reduce exclusion rates and improve academic attainment for Black children.
10. Establish a public enquiry to provide a space for the public acknowledgement of the harm done to Black children and to provide accountability for the wrongs that were done with appropriate actions and apologies. (3)

A well resourced and structured community formation is required to advance these points. It’s not to what extent Leigh Day Solicitors, who were spearheading the campaign at the time can assist.

What has been acknowledged as obstacle to the campaign is the misplaced burden of shame that surrounds this issue. Consequently the issue is avoided rather than confronted for fear of re-opening old wounds (even though in many cases they were never fully closed). This shame is misplaced because although it is frequently felt by the victims and survivors of the ESN system, it should properly be laid at the feet of the perpetrators.

(1) Petitions: UK Parliament & UK Government (01/04/25) Justice for ESN Survivors: apologise and fund financial compensation. https://petition.parliament.uk/petitions/718292. The petition received 814 signatures.

(2) Bernard Coard (20/05/21) Black children still underachieving. https://www.chartist.org.uk/black-children-still-underachieving/

(3) Afrika Speaks with Alkebu-Lan on Galaxy Radio (06/03/23) ESN Schools – what is their legacy? https://alkebulan.org/2023/03/06/aswag-423-esn-scandal-2/

ESN Scandal: How can we get justice?

1) Is there still a general reluctance to address the ESN issue?

2) Does the ESN model exist today in different forms?

3) Does a misplaced ‘burden of shame’ around the ESN exist?

4) How can we take the 10 Point Plan forward?

Our Special Guest:

Bro. Noel Gordon: was wrongly sent to an ‘Educationally Subnormal’ (ESN) school for ten years from the age of six. In spite of being unable to read or spell when he left school he gained a raft of impressive qualifications as an adult, including a degree in computing.

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