This report presents findings from a school-based research project examining the development, implementation and outcomes of a whole-school anti-racism and cultural inclusion initiative in a South Australian secondary school. The project drew on focus groups with students and staff, alongside secondary analysis of school survey data collected between 2023 and 2025. 

The research documents both the challenges schools face in addressing racism and the conditions under which meaningful change can occur. Prior to the initiative, both students and staff reported high levels of racism within the school, alongside low confidence in reporting processes and dissatisfaction with responses when racism was reported. 

In the absence of a central policy, the school developed and enacted a comprehensive anti-racism and cultural inclusion approach with two interconnected components: 

1. clear systems for reporting and responding to racism
2. explicit education for cultural inclusion, including curriculum, pedagogy and professional learning focused on racism and anti-racism. 

Findings indicate that this sustained, whole-school approach led to a range of positive outcomes. These included increased racial literacy among students and staff, improved confidence in identifying and responding to racism, greater trust in reporting mechanisms, observable changes in student behaviour, and strengthened feelings of safety and belonging across the school community. 

Key recommendations

• System-wide anti-racism and cultural inclusion policy frameworks are required to support consistency, accountability and sustainability across schools.
• Clear, trusted reporting and response mechanisms for racism involving both students and staff are essential.
• Dedicated leadership roles and resourcing within schools are critical to coordinating anti-racism work, supporting students and staff, and ensuring consistent enactment of policy and practice.
• Anti-racism education should be embedded across curriculum and pedagogy, rather than confined to discrete programs.
• Ongoing professional learning is needed to build staff racial literacy, confidence and capacity to engage in educative and restorative responses to racism.
• Cross-school networks and collaborative forums should be supported to enable shared learning, strengthen practice and scale effective approaches beyond individual school sites.