Adultification- The Black Secondary School Experience
Adultification- The Black Secondary School Experience
Written by Yannick Buditu | Educational Consultant & Host of 2Cool4School Podcast
Historically, discussions surrounding pupil outcomes have often focused on the negative experiences of boys, particularly Black boys. While addressing these concerns is crucial, it’s equally important to turn our attention to the experiences of Black girls in UK schools, which have been somewhat overlooked.
The Local Child Safeguarding Practice Review – Child Q (Gamble and McCallum, 2022) brought the concept of adultification into public discourse. This high-profile case raised significant issues regarding the role of police in educational settings, the responsibilities of schools toward their students and families, and the pervasive nature of racism within our educational systems.
The UN Convention on the Rights of the Child (UNCRC) emphasises the specific rights of children, acknowledging their inherent vulnerability and limited ability to advocate for themselves. However, not all children enjoy the same assumptions of innocence and need for protection across different social contexts. The responses of adults in authority can vary, with some children being viewed as less innocent and more culpable, which can lead to biassed treatment.
Research indicates that Black and mixed Caribbean boys are often perceived as older than their actual age and face lower expectations and increased scrutiny from authority figures (Gillborn et al., 2021). Black girls also experience adultification, characterised by perceptions of toughness and a belief that they require less nurturing and support. This skewed view leaves them vulnerable to harm and can limit their opportunities for development in educational settings.
The misconception that Black girls are more independent and knowledgeable about adult topics, including sexuality, can result in harsher disciplinary actions. They may be seen as deliberately breaking behaviour guidelines, which further perpetuates the cycle of adultification. In both schools and other child-focused agencies, there is evidence that the duty to protect children is not being adequately fulfilled when certain children are viewed as threats rather than as vulnerable individuals needing care. Although adultification can affect any child, Black boys and girls are disproportionately impacted (Davis, 2022; Davis and Marsh, 2020). This raises serious questions about zero-tolerance policies in schools, which tend to adversely affect Black students.
The alarming revelations from the Child Q review should be seen as part of a broader pattern rooted in racist stereotypes that extend from adults to children. Such views are often imposed on students by educators and professionals, influencing their experiences and opportunities.
Furthermore, many teachers working with marginalised children do not reflect the diversity of their student bodies. This lack of representation can lead to a deficit in cultural competence, resulting in increased fear or suspicion toward Black children.
Academic Consequences
The adultification of Black girls has several negative implications for their educational experiences:
Increased Disciplinary Actions: Black girls are disproportionately subjected to suspensions and expulsions for behaviours that are often overlooked in other demographics. This leads to interruptions in their education, contributing to lower academic achievement.
Reduced Support: Teachers may fail to provide the nurturing support that all students need, mistakenly believing that Black girls do not require the same emotional guidance. This lack of support can hinder their academic growth and engagement.
Pressure to Conform: Adultification can pressure Black girls to suppress their natural expressions of youth, leading to stress and anxiety. This emotional burden can detract from their focus and motivation in the classroom.
Identity Development: The perception that they must act as adults can interfere with Black girls' ability to explore their identities and interests freely, impacting their overall educational experience and self-esteem.
To address these issues, it is essential to implement ongoing training on safeguarding responsibilities that underscores the need to protect all children. Additionally, mandatory anti-racism training for current and prospective teaching staff should be developed. Educators must gain a deeper understanding of racism's historical and systemic nature, enabling them to recognise and confront these biases effectively.
Why should this matter to everyone in our community? Because the adultification of Black girls is not just a racial issue—it is a societal one that affects the fabric of our communities. When we fail to protect and nurture these young Black girls, we risk stifling their potential and diminishing the vibrant contributions they can make.Black girls need a school environment where they feel safe to express themselves, to make mistakes, and to grow. When we challenge the stereotypes that fuel adultification, we create a supportive space where all students can thrive.
We must advocate for policies that recognise and combat this harmful bias. Teachers, parents, and community leaders should be educated on the impact of adultification, promoting an approach that sees and values the innocence and individuality of Black girls. By amplifying their voices and addressing the inequities they face, we can build a community where every girl is allowed the freedom to be just that—a girl.
References
Gamble, J & McCallum, R (2022). Local Child Safeguarding Practice Review – Child Q. London: City and Hackney Safeguarding Children Partnership.
Gillborn, D, Bhopal, K, Crawford, C E, Demack, S, Gholami, R, Kitching, K, Kiwan, D & Warmington, P (2021). Evidence for the commission on race and ethnic disparities. Working Paper. University of Birmingham.
Davis, J (2022). Adultification bias within child protection and safeguarding. London: HM Inspectorate of Probation.
Davis, J & Marsh, N (2020). Boys to men: the cost of ‘adultification’ in safeguarding responses to Black boys. Critical and Radical Social Work, 8(2), 255-259