Best Practice

National pride in schools: Finding the right approach

Whole-school issues
If we avoid discussing ‘Britishness’ for fear of appearing exclusionary, students may seek identity elsewhere. Andrew Jones considers interculturalism and how a culturally responsive curriculum can cultivate a national pride that can be celebrated in schools
Symbolic: 'Balancing an appreciation for British or English traditions with our multicultural reality is complex but vital' - Adobe Stock

Watching the far-right riots last summer reminded me of George Orwell’s 1941 essay The Lion and the Unicorn, where he states: “One cannot see the modern world as it is unless one recognises the overwhelming strength of patriotism, national loyalty.”

He warned: "Hitler and Mussolini rose to power in their own countries very largely because they could grasp this fact and their opponents could not." (See Orwell, 2018).

While I am not deeply invested in nationalist sentiment, I take pride in being British and celebrating our successes in sports, the arts, and innovation.

At the same time, I acknowledge the risks of excessive national pride and the tribal instincts it can awaken.

The Cambridge Dictionary, for example, defines a nationalist as “a person who strongly believes their country is better than others”. This definition underscores why many teachers are wary of encouraging nationalism in schools, fearing it may alienate or exclude and, ironically, undermine the shared fundamental British values (FBVs) of democracy, rule of law, individual liberty, and mutual respect and tolerance (DfE, 2014).

However, nationalism’s exclusiveness shouldn't prevent schools from promoting a more inclusive approach to pride in our national achievements.

During the Olympics, we see national pride manifest positively in Team GB’s athletes of diverse backgrounds, celebrating their shared national identity by wearing national colours and proudly bearing the union flag. This can also be said of the English football team’s run at the Euros and the supportive flying of the St George cross.

This inclusive image of Britishness, and in the latter example, Englishness, prompts us to ask whether education sufficiently celebrates the diversity and achievements that define our national identity.

Indeed, one of my students last year remarked that while our school emphasises equality and cultural diversity, we seldom address traditional celebrations like St George’s Day. He had a point. Balancing an appreciation for British or English traditions with our multicultural reality is complex but vital.

As a senior leader responsible for equality and diversity, I now realise that avoiding Britishness for fear of appearing exclusionary can lead students to seek identity elsewhere – possibly in harmful or divisive ideologies, as Orwell warned back in 1941.

This article examines how schools can nurture national pride by exploring assimilation, multiculturalism and interculturalism, aligning these approaches with FBVs and Part 2 of the Teachers’ Standards (DfE, 2011, 2014).

 

The risks of cultural assimilation

Cultural assimilation involves absorbing minority cultures into the dominant national culture, often erasing distinct identities in favour of unity.

Historically, this approach has been prominent in nationalist ideologies, advocating for a common language, values and traditions to foster a national consciousness.

While assimilation can create social cohesion (Deaux & Verkuyten, 2014), it often neglects a nation's rich cultural diversity. Critics argue that it marginalises minority groups, overlooks the benefits of a pluralistic society, and can lead to the loss of valuable cultural heritage and traditions (Harding, 2020).

In classrooms, an assimilationist approach might result in a curriculum focused predominantly on the dominant culture's history and literature, perhaps the type advocated by Katherine Birbalsingh (see Malone, 2022).

Nevertheless, research has suggested that this can leave students from diverse backgrounds feeling excluded and disconnected from their education, undermining their own sense of identity and belonging (Hieronymi, 2005; Richardson, 2015).

 

The promise of multiculturalism

In contrast, multiculturalism, which came to prominence in the late 1970s and influenced policy up until the early 2000s, celebrates cultural diversity and acknowledges the unique contributions of different groups (Kymlicka, 1995). It also recognises that minority groups have historically faced exclusion and discrimination.

Multicultural education, therefore, aims to include multiple cultural perspectives, fostering an inclusive environment where all students feel represented. This approach enriches the curriculum and promotes empathy and understanding among students from diverse backgrounds (Modood & May, 2001).

However, critics argue that multiculturalism can sometimes promote cultural separateness, creating isolated communities rather than fostering integration (Brubaker, 2002) or that it is largely an exercise in tokenism (Troyna, 1994).

 

Interculturalism: A middle ground?

Interculturalism has emerged as a progressive alternative, emphasising interaction and dialogue between cultural groups to promote mutual understanding and respect (Cantle, 2016).

Unlike multiculturalism, which can arguably lead to parallel lives – although multiculturalism’s adherents like Modood (2005) would say this is an unfair and misleading cliché – interculturalism seeks to create a shared public space where different cultures interact and influence one another.

This approach advocates a more integrated society, where common values are developed through continuous dialogue and collaboration (Zapata-Barrero, 2016).

In education, interculturalism encourages schools to go beyond merely acknowledging diversity. It promotes active engagement with different cultures, enabling students to explore and understand the complexities of a multicultural society. Such practices help foster a shared identity and community while celebrating cultural diversity (Penas & López, 2006).

 

Fostering inclusive national pride

Therefore, a culturally responsive curriculum is essential for cultivating a national pride that reflects modern British society. Schools must strike a balance between traditional notions of Britishness (or the traditions of our home nations) and the wider identities shaping contemporary Britain. This requires a blend of intercultural practices and celebration of shared values, even within more homogenous communities as we should expect our students to travel, appreciate and benefit from our wider, shared, national identity.

Below are six potential strategies for promoting inclusive national pride in schools:

 

1, Assemblies celebrating national heritage

Assemblies can highlight the inclusive nature of British traditions:

  • The national saints: Discuss the multicultural origins of patron saints like St George, a Cappadocian Greek soldier, and St Andrew, a Galilean fisherman.
  • National holidays: Celebrate our main festivals such as Christmas and Easter by exploring their multicultural roots, including connections to Middle Eastern and European traditions. Highlight lesser known festivals like May Day, tracing their origins to Roman, Gaelic and Germanic customs.
  • National heroes: While it is still important to highlight our national icons, such as Winston Churchill, we can celebrate figures like William Beveridge, Nancy Astor, or Viv Anderson, who represent progress and inclusion.

 

2, Sports and national unity

Sporting events like the World Cup or Olympics provide opportunities to celebrate the success of diverse national teams. Using symbols like the St George flag in positive contexts can reclaim them from the divisive associations highlighted at the start of this article.

 

3, Religious education

RE can foster understanding of Britain’s religious heritage and its intersections with other faiths. By emphasising shared ethical values, RE challenges negative stereotypes and encourages reflection on British identity in a global context.

 

4, Citizenship education

Citizenship classes, required in the national curriculum, explore themes of democracy, rule of law, and global interconnectedness. These subjects help frame national pride within a broader understanding of shared humanity (see ACT, 2025).

 

5, Community engagement

Local projects, community visits and guest speakers can instil pride in local identity, fostering connections that extend to national and global levels.

 

6, Debates and critical thinking

Encourage discussions on democracy, individual liberty, and diversity through citizenship and PSHE. Debates allow students to reflect critically on their identity and shared values, aligning with FBVs and the Teachers’ Standards.

 

Final thoughts

By incorporating these practices, schools can create an inclusive environment where students of all backgrounds feel connected to British identity. This approach aligns with FBVs and Part 2 of the Teachers’ Standards, which emphasise students’ spiritual, moral, social, and cultural development (DfE, 2011).

National pride, framed inclusively, equips students to celebrate Britishness while respecting diversity, thus fostering a sense of belonging in an interconnected world.

  • Andrew Jones is assistant headteacher at The Reach Free School in Hertfordshire and a regular contributor to SecEd. He has been a teacher for 22 years. Find his previous contributions to SecEd via www.sec-ed.co.uk/authors/andrew-jones  

 

Further information & resources

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