The issue of racial discrimination in schools is one that continues to be highly relevant today, particularly in English-speaking countries where racial inequality has a long history.
Faglig kvalitetssikret av lærere og toppstudenter · Følger læreplanen (LK20) · Sist oppdatert 2026-10-03
Examining the issue of racial discrimination in schools is a frequent long-form essay task, and this guide provides a detailed breakdown of a model answer to help you structure a compelling and nuanced argument.
Read the material below.
Write a text in which you reflect on whether it is important to discuss the issue of racial discrimination in school in English-speaking countries today. Use the material below in your answer. You may add other material you find relevant.
Text A
Teachers across the country are avoiding explicit conversations about race, racism and racial inequality because of a series of recent laws passed in several states. In Iowa, for example, a law prohibits any teaching that suggests the U.S. is fundamentally or systematically racist or sexist. The Iowa law also specifies that teachers must ensure that no student feels "discomfort, guilt, anguish or any other form of psychological distress on account of that individual's race or sex." The laws in other states lay out similar logic. (Excerpt from the article 'In Schools, Honest Talk about Racism Can Reduce Discrimination' in Scientific American)
Text B
Children are capable of discussing issues of racism in the classroom and with friends, but parents and teachers are actively avoiding these conversations, new research by Monash University [in Australia] shows. […]
[In a study,] [m]any teachers were found to have silenced conversations as they didn’t actively engage in discussions about race, racism or racial bias.
Interestingly, teachers didn’t agree nor believe that racism occurred in their schools and believed “children don’t see race”, subsequently silencing the issue. (Excerpt from the article 'Kids aren't racist, are they? Code of silence at schools stunts long-term racial literacy', published on Monash University's website.)
Text C
"No one is born hating another person because of the colour of his skin, or his background, or his religion. People learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite."
Below is a solid model answer that would likely receive a high grade. Following each paragraph of the original essay, you will find an analysis from an examiner's perspective, explaining why the paragraph is effective and how its ideas could be further developed for an even stronger response.
The issue of racial discrimination in schools is one that continues to be highly relevant today, particularly in English-speaking countries where racial inequality has a long history. In recent years, there has been a trend of avoiding discussions about race and racism in classrooms, especially in the wake of new laws that restrict how educators can address these topics. It is important to reflect on whether these conversations are necessary, given the social climate and the role of schools in shaping the attitudes of future generations.
Examiner's Analysis: This introduction is effective because it immediately addresses the prompt and establishes the essay's focus. It rephrases the core question without simply copying it. The sentence "It is important to reflect on whether these conversations are necessary..." acts as a clear thesis statement, signalling that the essay will argue in favour of these discussions. It successfully sets a formal, academic tone and outlines the context of the debate (new laws, social climate), preparing the reader for the arguments to come.
Text A highlights a concerning trend where teachers, especially in places like Iowa, are prevented from discussing systemic racism or even acknowledging its existence. The law’s emphasis on not causing discomfort, guilt, or distress among students, by avoiding conversations on race, can be problematic. By avoiding such discussions, we are essentially ignoring the deeply embedded issues of racial discrimination that continue to shape many aspects of life. The risk of this silence is that it perpetuates ignorance and prevents students from developing a critical understanding of the world around them.
Examiner's Analysis: This paragraph correctly identifies the central conflict in Text A: the tension between protecting students from "discomfort" and educating them about social realities. The student effectively uses analytical language like "problematic," "deeply embedded issues," and "perpetuates ignorance." To elevate this further, a top-tier student might explicitly connect this legislation to broader political debates, such as those surrounding 'Critical Race Theory', and question the very definition of "discomfort." Is the temporary discomfort of learning about injustice more harmful than the lifelong harm of experiencing or perpetuating it? This shows a deeper level of reflection.
On the other hand, Text B presents research from Monash University that reveals how teachers are actively avoiding conversations about racism, even though children themselves are capable of discussing these issues. This suggests a form of denial or reluctance to engage with difficult topics. Many teachers in the study did not believe racism occurred in their schools, and this attitude contributes to the silencing of important conversations. The assumption that “children don’t see race” is often used to avoid discussing racial bias, but this oversimplification can lead to missed opportunities for promoting racial literacy. Ignoring or downplaying racism does not make it disappear. Instead, it leaves children without the tools to understand and confront discrimination when they encounter it.
Examiner's Analysis: The analysis of Text B is strong. The student correctly identifies the core finding—that the "code of silence" is teacher-driven—and critiques the "children don't see race" myth as an "oversimplification." The introduction of the term "racial literacy" is a key strength, showing an understanding of relevant academic concepts. To deepen this, a student could provide a counter-example to the myth, perhaps referencing sociological studies like the "doll test," which demonstrated that children internalise racial biases from a very young age. This external knowledge would add significant weight to the argument that silence is a form of miseducation. Referencing topics like appearance and identity can further strengthen this analysis.
Nelson Mandela’s words in Text C emphasize that racism is not an innate part of human nature but something that is learned. If hatred can be learned, so can empathy and understanding. This aligns with the idea that schools play a vital role in shaping attitudes and fostering an inclusive environment. Educating children about racism and teaching them to challenge prejudices is essential for building a more just and tolerant society. Instead of avoiding the subject, we should be encouraging open, honest discussions that foster a deeper understanding of the complexities of race and racism.
Examiner's Analysis: This paragraph skilfully uses the Mandela quote as a philosophical anchor. It interprets the quote not as a standalone platitude but as a direct argument for the role of education. The student correctly frames the quote's logic: if hate is learned, education is the antidote. The connection to "fostering an inclusive environment" is precise and relevant. A top-grade response would also analyse the quote's rhetorical power. Mandela, a global icon of racial reconciliation, lends immense credibility (ethos) to the argument. The juxtaposition of "hate" and "love" is a powerful emotional appeal (pathos), making the case for education feel not just logical, but morally urgent.
It is clear that avoiding discussions about race and racism in schools only contributes to perpetuating racial ignorance and inequality. Schools must provide a safe space for students to explore these issues, learn about history, and reflect on their own biases. Discussions about racism should not be seen as a threat but as an opportunity to empower young people with the knowledge and skills they need to contribute positively to society. Addressing racial discrimination in schools is not just important—it is necessary for creating a more equitable and compassionate world.
Examiner's Analysis: A powerful conclusion. It avoids simple repetition by synthesising the main points into a final, forceful statement. It introduces the concept of a "safe space" for exploration, directly countering the idea of a space free from "discomfort." The final sentence, "Addressing the issue of racial discrimination in schools is not just important—it is necessary...", is a strong, memorable finish that elevates the essay from a simple reflection to a call to action. It effectively summarises the argument and leaves a lasting impression on the reader.
Tasks requiring reflection on complex social issues are a staple of the English exam, directly assessing core competencies from the LK20 curriculum. This particular task engages deeply with the interdisciplinary topic "Democracy and Citizenship" by forcing you to consider the role of law, education, and public discourse in shaping a just society. …