Mo Farah’s Olympic success makes him a hugely significant role model throughout multicultural Britain but nowhere more so than in Bristol, where one in 20 school pupils is, like the double gold medallist, of Somali origin.
The city’s child population is changing fast, with 32 per cent now from Black or minority ethnic (BME) backgrounds. Yet the proportion of teachers who are anything other than White British remains below five per cent. So role models are obviously important. But what other factors help BME students to succeed – and what are the obstacles to progress?
The Bristol Education Attainment Partnership, which grew out of the city’s legacy commission following events to mark the 200th anniversary of the abolition of slavery, commissioned a team from the University of Bristol’s Graduate School of Education, to find out.
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