Introduction
Hate crimes target people for who they are (their identity) or what they appear to be. Hate crime sends a very personal message to its victim and reinforces long-established patterns of discrimination and prejudice against certain communities and groups of people.
Any crime can be prosecuted as a hate crime if the offender has demonstrated, or been motivated by hostility or prejudice, as outlined by the Crown Prosecution Service (CPS) below.
Hate crime is related to bullying, in that bullying often features hostility and prejudice towards real or perceived difference.
Someone can be a victim of more than one type of hate crime.
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Definition of a hate crime
Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice, based on a person's actual or perceived disability, race, religion, sexual orientation, transgender identity.
Adapted from the Crown Prosecution Service
There is no legal definition of hostility, so the CPS uses the everyday understanding of the word, which includes ill-will, spite, contempt, prejudice, unfriendliness, antagonism, resentment and dislike.
A hate crime can include verbal abuse, intimidation, threats, harassment, assault, bullying and damage to property.
Hate incidents
Hate incidents are “any incident which the victim, or anyone else, thinks is based on someone’s prejudice towards them because of their race, religion, sexual orientation, disability or because they are transgender” (Metropolitan Police). It’s important to remember not all hate incidents will amount to criminal offences, but they can feel crimes to those experiencing them and might escalate to crimes in the future. The police recommend that all hate incidents are reported.
Inciting hatred
The criminal offence of incitement to hatred is when someone acts in a way that is threatening and intended to arouse hatred. The actions could be words, pictures, videos, music and occur in person or online. This might include calling for violence against a specific person or group and chat forums where people ask other people to commit hate crimes against a specific person or group. (Adapted from Metropolitan Police.)
Prevalence
According to the latest Home Office Statistics, in the year ending March 2024, police in England and Wales recorded 140,561 hate crimes. Most hate crimes were recorded as being racially motivated, which is something noted in statistics from previous years.
Whilst there was an overall 5% decrease in the number of hate crimes being recorded, there was a 25% increase in the number of religious hate crimes recorded compared to the previous year.
Impact
Harm directed at people or groups which is motivated by real or perceived identities can never not be personal to the person concerned and those who share aspects of that identity. Hate crimes, hate incidents and actions which incite hatred create enormous harm to individuals, families and communities.
Hate crimes also represent animosity towards difference and diversity. Whilst there are five categories of ‘identity’, used in the legal definition of hate crime, crimes motivated by prejudice may be targeted at people with other differences. This might include those in alternative subcultures such as Goth, Steampunk or Cosplay. Victim Support recognises crimes targeted at alternative subcultures as a form of hate crime.
Spot the signs
Signs a person may be the target of hate crimes can include:
- unexplained absence from work or education
- a change in dress or behaviour
- depression or anxiety
- aggression
- self-harm
- substance misuse
- visible injuries
Signs that a child’s family member may be the target of hate crimes might include:
- any incidents of violence, threats and or harassment towards them or their property
- the child being or seeming anxious about their family member’s safety and well-being
- a change in the family member’s behaviour and or communication with your setting
- visible injuries
What to do
Keep talking - maintain effective communication with students and parents and carers. It’s important to find ways to encourage two-way communication as this helps to build trust.
Early action – offer the child or young person chances to discuss their situation and how they feel. This may help them open up and ask for help.
Create a safeguarding culture - ensure children and young people feel secure and able to express their emotions and concerns, where they know they will be listened to, and can ask for the help they need.
Ensure any incident of bullying is tackled swiftly – follow your setting’s policy and procedures.
Be aware of vulnerabilities to participation and victimisation – know your students and provide support and signposting.
Create an environment based on equality and informed choice – provide information to allow pupils to make informed choices. It’s well established that success in learning within a supportive setting community can tackle prejudice and inequality.
Spot the signs and know what to do – you know the children and young people you work with. Be aware of the signs and how to recognise them. Follow your safeguarding procedures and have confidence in your ability to consider hate crime as a possibility.
Take action – any concerns should be raised with the designated safeguarding lead. If a child is in immediate danger call 999.
Building partnerships with parents and carers
When working with parents and carers, practitioners should prioritise a child-centred approach, fostering partnerships to ensure understanding, support and safety.
Remember:
- Collaborative efforts are crucial, especially in cases of suspected harm.
- Practitioners must engage effectively with diverse families, demonstrating empathy, respect and cultural awareness.
- Communication should be clear, inclusive and accessible. Encouraging parental/carer involvement in decision-making and valuing their input is essential.
- Involving families and communities in designing processes fosters a holistic approach to safeguarding children.
- Continuous reflection and adaptation based on feedback from parents and carers enhance practice effectiveness.
- Have you considered if:
* parents and carers need more support to understand and trust the role of the police and other services?
* there are enough places and spaces where parents and carers from marginalised groups can seek informal advice and support from the setting?
* parents and carers can access and understand the setting’s policies which might relate to the issue of hate crime?
DSL Training Materials
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Bullying and Hate Crime Presentation
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Bullying and Hate Crime Presenter Notes
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Hate Crimes - Handout
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Hate Crime - Quiz
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Hate Crime - Quiz (Answers)
Resources
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Hate Crime Presentations
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Young People's Resource Hub
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Anti-racism and mental health in schools
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Anti-social media
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Addressing School Avoidance
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Educate against hate - classroom resources
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Trauma Bereavement
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