Authority pushes for equality in schools

COMPLAINTS received by the Equality Authority about schools are second only to those relating to pubs.

Chief executive Niall Crowley said the authority’s caseload relating to education underlined the need for schools to gear up to their obligations under the Equal Status Act.

Of the 795 complaints received last year, 40 referred to schools. They include complaints about the refusal of access for Traveller children, students with a disability and those of a particular religion.

Other issues raised include withdrawing Traveller students from core subjects, denying access to particular subjects for disabled students and schoolyard harassment incidents.

Yesterday, the authority all schools aimed at tackling discrimination. The Schools and the Equal Status Act highlights legislation relating to schools and identifies strategies to achieve compliance.

Mr Crowley said all the complaints about education were taken very seriously by the authority because they impacted on the lives of the students during their formative years.

He said the booklet did acknowledge the goodwill that already existed between schools and the authority.

“Schools do want to get it right but they also need help to work towards compliance with the legislation and the creation of an inclusive school,” he said.

“The inclusive school prevents and combats discrimination, respects, values and accommodates diversity and achieves a positive experience for all.”

Mr Crowley said school plans needed to identify equality objectives and the steps required to achieve them.

Also, admission policies needed to identify the measures a school would take to achieve maximum accessibility and ensure that the principles of equality were respected.

Codes of behaviour were also required to prohibit sexual and other harassment and to set out policies and procedures to deal with such issues.

Mr Crowley pointed out that the various partners in education had all placed significant emphasis on the issues involved.

“This shared ambition, commitment and expertise must now be translated into new practice within schools, within the classroom and in the playground,” he said.