The School Experiences of Black Mixed-Race Young People and their Co-Constructions of a Positive Future: An Appreciative Inquiry

Narratives around Black mixed-race young people (BMR YP) subject them to pathological discourse. They are currently underachieving at secondary school relative to other racial groups and there is a paucity of literature which explores BMR YP’s secondary school experiences.

This study was driven by exploratory and transformative purposes. It aimed to contribute exploratory data on the school experiences of BMR YP, to promote change through a collaborative and solution-focussed approach, and counter deficit narratives by focussing on BMR YP’s strengths.

A two phased approach to data collection was adopted. Phase one used semi structured interviews to gather the racialised views and experiences of 10 BMR YP, aged between 13 and 17. Phase two brought the participants together to co-construct a positive vision of the future, using Appreciative Inquiry (Ai) as a framework for data collection.

Findings revealed that BMR YP’s school experiences were mediated by their experience of their fluid and complex racial identity. This facilitated both hostilities and barriers to learning during school, and sources of resilience. BMR YP’s co-constructions of a positive future included opportunities for learning, expression, and representation.

These findings challenge binary conceptions of race and contribute to our understanding of how BMR racial identity functions in the lives of YP from an inner London mainstream secondary school. Implications for practice include promoting the cultural responsivity of professionals and encouraging those working with BMR YP to adopt solution focussed and collaborative approaches that are rooted in Positive Psychology (PP).