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School disciplinary policies disproportionately impact Black students. In some settings, starting as early as preschool, Black children are 3.6 times more likely to receive out-of-school suspensions than White children, increasing to 4 times as likely in grades K-12. Black students are also more than twice as likely to face school-related arrests and be referred to law enforcement (; ). 

Teachers’ expectations differ by students’ race. Many studies have found a correlation between teachers’ expectations and students’ educational outcomes including academic achievement and completion of higher education (). However, teachers’ expectations differ by students’ race, economic status and national origin. For instance, Eastern European students have experienced various forms of racism and low expectations in the UK school system ().

Students from ethnic and racial minority groups are more likely to be labelled ‘at risk’. For example, in Quebec, Canada, students with Caribbean backgrounds are three times more likely to be identified as SHSMLD (students with handicaps, social maladjustments, or learning difficulties) and placed in separate classes for “at-risk” students ().

Education attendance and attainment correlate with race. According to the , although there have been advances towards increasing access in recent decades,  enduring racial inequality remains in educational attendance and attainment in Latin American countries. For example, compared to their non-Afrodescendant peers, attendance rates are lower for Afrodescendants aged 12-17 (). Based on World Bank data (), Afrodescendants in Uruguay and Peru are also reported as less likely to complete secondary school than non-Afrodescendants. 

Racial discrimination takes place among students. In Australia, a study of primary and secondary Anglo-Celtic/European, East or Southeast Asian, Aboriginal and Torres Strait Island, Middle Eastern, Pacific Islander and African students’ backgrounds, found that one in three reported being the victim of racial discrimination by their peers ().

The returns to education differ by race.  In post-Apartheid South Africa, although opportunities for education have improved, there has been a divergence in the valuation of that education. In 2004, differences in the returns to education accounted for about 40% of the White-African wage differential (). By 2018, the average Black South African earned five times less than the average White South-African ().

Supporting schools to implement education policies that support racially integrated schools. Such schools have been found to promote greater social cohesion and cross-race relationships ().  

Training and recruiting teachers that reflect the diversity of students. Studies show that when teachers reflect the student body, there are improved learning outcomes, higher expectations and fewer disciplinary actions (). 

Examining the curriculum from multiple vantage points. First, schools should give history, social memory and human rights – as well as indigenous forms of knowledge – a place at the core of teaching.  This helps us to fully understand the past and its relation to the present and to break the perpetuation of stereotypes. Second, educators should reexamine and revise curriculum, and textbooks in particular, to eliminate racist depictions, misrepresentation, and historical exclusions. 

Addressing implicit bias.  All actors in education institutions from policy-makers, leaders, teachers, staff and students should receive training to become aware of their implicit bias – their unconscious bias and beliefs. Reflective teaching, fair discipline policies based on data and use of external feedback are some strategies schools can use to reduce implicit bias ().