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����ý Teach > Secondary Resources > KS3 PSHE / KS4 PSHE > The Colour of my Skin

In this short animated film Tyrek recounts his negative experiences with the police and with his peers at school, and how these experiences have made him feel like an outsider and not listened to.

The film explores the demands that can be made on young people when they face prejudice or racist bullying, with Tyrek often being given specific hurdles or having specific behaviour expected of him in the face of discrimination. He is left feeling frustrated, especially at the comparative treatment his peers, including his bullies, receive.

One early experience of this disparity is when he is stopped by the police aged eight, along with his childminder.

Having received complaints about a fifteen-year-old black male in the area, the police feel justified in stopping him and treating him with suspicion, even after his childminder confirms his young age. Throughout the interaction Tyrek is treated as older than he is, placing him in an unfair position of responsibility; he is sure his peers would not have been stopped and questioned in this way.

When older, he experiences racist abuse online, from a boy who was previously a friend. Once his school becomes aware, he is asked to fill in lots of different reports and is even asked, “Did you do anything to provoke him?” This question frustrates Tyrek.

By trying to create a narrative of escalation, the teacher has ignored Tyrek’s reality, that some people have the capacity to respond badly to him with no provocation because of a racist ideology. The question places Tyrek, the victim, in the position of potential aggressor and suggests there is action Tyrek could have taken to warrant the unacceptable behaviour or, alternatively, behaviour he could have changed to not have the abuse directed at him.

Tyrek is disgusted by this line of questioning and by the punishment finally given to the boy, which he doesn’t feel is adequate.

Tyrek feels similarly let down by the school’s response to another altercation, which begins with a boy being racially aggressive towards him and ends with him throwing a hot chocolate over the perpetrator as revenge; the drink wasn’t hot so the aim was ruin his uniform rather than cause physical harm.

This short film is from the ����ý Teach series, The Colour of my Skin.

Due to the sensitive nature of the subject matter, we strongly advise teacher viewing before watching with your pupils. Careful preparation should be undertaken to prepare pupils before playing them this potentially traumatic and triggering personal story. This is Tyrek's story in his own words, and it includes his description of the social media abuse he experienced when a boy, previously his friend, called him a "slave".

Teacher Notes

Questions/points for discussion

Before watching:

• Who are your advocates, your support network? What are the behaviours and lessons they have taught you? Do they shape and protect you?
• What is profiling? What impact does it have on someone who knows they ‘fit’ stereotypical/prejudicial profiles?
• How would you feel if you knew people looked at you with suspicion?

During the film/at the end:

• Is it right that Tyrek expected to face barriers and challenges simply because of the colour of his skin?
• When the police stopped Tyrek and his childminder, they only spoke to the childminder – what do you feel about that? What lasting impact do you think being questioned by the police will have on him growing up?
• Tyrek was aged eight but the police mistake him for a fifteen-year-old boy. How likely do you think that is? Is this fair?
• Why is the use of the 'N' word more significant than other slurs? As a school community what could be done to better educate students on this word?
• How would you have felt reading horrible comments on your social media page? What action would you take? How would you react to being called a ‘slave’?
• When the teacher questioned Tyrek, what did this do to their relationship and Tyrek’s trust in justice? By doing this, was Tyrek’s reality and hurt ignored?
• Is the word ‘provoke’ toxic in this situation? How else could that conversation have gone?
• Was Tyrek ever treated like a victim?
• What do you think of both pupils getting a detention?

Following on/activities

Explore and research hate crime law in the UK – what is it, what is the sentence and what does it mean you should do when it happens. Look at legislation to prosecute racist and religious crime. Was the law followed in Tyrek’s story?

Look at the most recent government stop and search data – does this back up Tyrek’s story?

This short film is suitable for teaching KS3 and KS4 students. It can be used alongside the other Colour of My Skin ����ý Teach films below, or independently.

It would fit as part of the PSHE curriculum or within wider personal development work exploring challenges of adolescence, identity and managing diverse relationships within society. It explores respectful relationships, values, and lack thereof. It also allows for students to reflect on the impact of being reactive and how that affects and changes emotions, behaviour, and wellbeing.

This video highlights the impact of profiling and hate-filled preconceptions on victims of racism. It would support discussion about protected characteristics and hate crime.

It could also fit within KS4 sociology, as it explores social stratification including power and factors affecting life chances. Within KS4 citizenship the film could be used to illustrate the role of society, public institutions, and community. This video explores the systemic aspects that can influence biases and stereotypes that reinforce, for example, institutional racism and white privilege.

Learning aims or objectives

England, PHSE and RSE

From the PSHE Association programme of study:

• R5. the legal rights, responsibilities and protections provided by the Equality Act 2010.
• R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships (KS2).
• R34. strategies to challenge all forms of prejudice and discrimination.
• R38. to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied.
• R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships.
• R40. about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice.
• H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this.
• L9. about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes (KS2).
• L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experienced (KS2).

Northern Ireland, PD&MU

From the Northern Ireland curriculum for Personal Development and Mutual Understanding:

Investigate factors, including religious and political factors, that influence individual and group identity. Investigate the principles of social responsibility and the role of individuals, society, and government in promoting these.

• Investigate why different rights must be limited or balanced in our society.
• Investigate the principles of social responsibility and the role of individuals, society and government in promoting these.

Scotland, PSE

From the Curriculum for Excellence Health and Wellbeing Experiences and Outcomes:

• Acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

Wales, PSE

• How to recognise and challenge effectively expressions of prejudice, racism and stereotyping.

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