Knowledge Bite Working with Black children and families final July 2022 1.pdf

Knowledge Bite
Working with Black Children and Families
Introduction
The fifth principle of Together is clear: we should ensure that we ‘respect, value and respond to the
uniqueness and diversity of each child, family and colleague’.  This Knowledge Bite, written in conjunction
with Kaleidoscope, aims to share some practical pointers for FCAs in ‘responding to uniqueness and
diversity’ in their work with Black children and families.
Perhaps a good starting point is to reflect – whenever you start work with a family - on how this child and
family is similar to you and different from you – you could maybe discuss in group supervision sessions or
within situational supervision.  Bear in mind people’s previous experiences and how you may be perceived
as a person in a position of authority.  Consider the power imbalance, and how a Black child or family
member may perceive you if you are of a different ethnicity… or the same.
“It is the role of Cafcass to share my lived
experience with the family court. I need to feel
that you have truly understood what my life is
like and that you will share the relevant parts
with the court”?”
FJYPB member, 2021

This  Knowledge  Bite  is  specifically  focussed  on  working  with  Black  African  and  Black  Caribbean
children and families. Many of the principles will apply to working with children and families from other
ethnic groups and indeed other people with other protected characteristics.

Talking to children and families about their ethnicity and heritage
Firstly, consider what information you already have about the family.  Consider who has supplied the
information and think about what else you will need to know.  Where are the gaps?  You might do a bit of
research when you are starting work with a Black family, for example, if you are aware that the parents
were born in Africa, you might find out about the country they come from: the main language(s) spoken or
the main religion(s) or key customs.  Good preparation beforehand can help build rapport effectively, as
people will often feel reassured that you have some awareness of - and genuine interest in - their country of
origin, heritage or culture.

“Do NOT make assumptions about my
background and how I take part in aspects of
my culture.”
FJYPB member, 2021

It is good to do some research but don’t let that lead you to make any assumptions about that specific
individual or family.  Be 'respectfully curious' – ask about their story, their experiences; ask what you don’t
know and explore sensitively what a child or adult says about any aspect of their identity. Don’t be afraid to
ask for further details if you are unsure or unfamiliar with what they are saying. Show genuine interest.

Good examples of questions to find out about a person’s cultural background might be:
o  Which festivals do your family celebrate?  What does this involve?
o  What food do you eat at home?
o  Where are your family from?
o  Which island do they come from? (for Caribbean families)
o  What language do you speak at home?

Remember: No question asked in a respectful manner is offensive (although do bear in mind
how questions are phrased, especially if you are working with an interpreter)

Consider asking for permission to seek information about the child's culture from wider family or perhaps
from school if the child is too young or non-verbal.
You will need to talk directly to children about their ethnicity and culture.  You might start by simply asking
‘How would you describe your ethnicity?... that means whether you are Black British, British Asian, white
British etc’.  Younger children may or may not be able to say which ‘category’ they fall into but they may
offer you rich information about what they do understand about their heritage or skin colour, for example.
Practitioners should be wary of probing a child or young person in any way which could cause the child to
feel confused or uncomfortable.  You should ask open questions in line with their age and understanding in
a way which enables them to talk to you about what they are comfortable with sharing.
Really listen! Ask open questions and let the child or young person explain the answer in their own words.

‘Do you think that

‘
has made things
Do you need
harder or easier
anything different

for you?’
because of that?’

‘
Tell me what that
means for you and
your family?’

‘

Do you feel different
‘Does that make
from or the same as
things any

other people you know,
different for you?’
and in what ways?’

•  Be careful not to reinforce stereotypes about any aspect of a child or adult’s identity
•  Remember that people may be wary or fearful about sharing personal information based on
previous experiences and you may need to reassure them about what you will do with the
information they give you.

Understanding the young person’s ‘Diversity with a capital D’ (the 'protected characteristics': categories of
discrimination or obvious difference, such as race, gender or disability) is important because we need to
understand if the young person and/or their family is experiencing discrimination or disadvantage because of
structural inequalities, which could include the family court process.  Their ‘diversity with a little d'
(diversity/uniqueness in its broadest sense – e.g. such as appearance, hair colour, body weight and talents) is
also important so we can understand them in a rounded way.

The impact of structural racism
Some forms of racism are visible and obvious, coming from
individuals or groups through physical or verbal abuse and
contempt for those of a certain ethnic or cultural background.
Other elements of racism are widespread but harder to identify. In
the UK, major institutions operate in ways that discriminate
against Black, Asian and Minority Ethnic people including children.
This is referred to as systemic, structural or institutional racism.
Structural racism can be defined as the set of circumstances
artificially created over generations, through European
colonialism, which holds ‘whiteness’ to be superior. Structural
racism affects individuals on a day-to-day basis, for example, Black children and families often do not see
someone who looks like them in positions of power or in jobs which they aspire to do.  Structural racism
also means that, collectively, people from ethnic minority backgrounds are held back from achieving their
cultural, political and economic potential, and are kept distant from power, representation and resources.
Structural racism is the reason why the overwhelming majority of Grenfell victims were from Black, Asian or
minority ethnic backgrounds; it is why Black people in the UK are more than nine times more likely to be
stopped and searched by the police when compared to their white counterparts; it is why, according to
Government data, Black Caribbean pupils (0.25%) and Mixed White and Black Caribbean children (0.24%)
are amongst the groups of children with the highest rates of permanent exclusion in the school year 2018-
19; it is why the Social Metrics Commission’s 2019 report found that 46% of Black households in the UK
were in poverty, compared with just under one in five white families (NSPCC, 2021).
‘Child Q’ was a Black child aged 15 who, in December 2020, was strip searched by female officers from
the Metropolitan Police on school premises without an Appropriate Adult present.  What happened to her
is an example of institutional racism: a local Child Safeguarding Practice Review, published in March
2022, concluded that ‘the disproportionate decision to strip search Child Q is unlikely to have been
disconnected from her ethnicity and her background as a child growing up on an estate in Hackney’.
It is also an example of ‘adultification’, a form of bias where ‘children from Black, Asian and minoritised
ethnic communities are perceived as being more ‘streetwise’, more ‘grown up’ and less innocent and
less vulnerable than other children. This particularly affects Black children, who might be viewed
primarily as a threat rather than as a child who needs support’ (NSPCC).
While Child Q was not known to Cafcass, this reminds us powerfully of the importance of FCAs reflecting
on how Black children are treated and advocating strongly on their behalf when required.  Professionals
have a responsibility to ensure that responses to Black children are focused firmly on their safeguarding
needs – and to challenge when they are not.

Black children and families who have involvement with Cafcass deserve that the person working with them
understands the likely impact of structural racism on them and their lives; only in this way will Black children
and families truly ‘….feel that their individual circumstances, needs and personal characteristics have been
recognised’ (Together).

The animation below was created by the Student Commission on Racial Justice and shows a day in the life
of four Black, Asian and minority ethnic young people as they encounter racism from the police, employers,
healthcare services and in education.  https://youtu.be/axzNnGDFpmo

Black children in alternative care
When Black children are placed with foster carers or connected persons who do not share their heritage,
FCAs wil  have a part to play in ensuring that the carers are able to meet the child(ren)’s specific needs.
Hair and skin care
Afro hair needs special care: it is prone to breakage due to lack of moisture.  Black
children need to be supported to keep their hair clean, moisturised and well-
maintained.  Styles such as cornrows, braids and plaits keep the hair protected
and neat.


Black skin needs moisturising regularly with creams and lotions. Oil-based
products, lotions and creams specially developed for black skins, for example

cocoa butter, need to be applied at least daily, especially to the face, arms

(elbows) and legs (knees and ankles) as these areas tend to get visibly very dry.
Using bath oils in the bath is also helpful to keep the skin soft.

It is often thought that because of their skin colour, black people cannot get
sunburn. Black people can and do frequently suffer from sunburn if they are in the

sun for long periods of time, so use sun lotions and apply a high-factor sun cream

for babies or very young children.

Questions you may wish to ask the carer….
o  Have you been provided with skin care products?
o  What hair products does the child use?
o  Do you know where to go to buy them?
o  Do you know where to go to have the child’s hair plaited?
o  Have you asked the family how often the child gets their hair plaited?
o  Do they wrap their hair at night to keep it neat?

Aside from the physical aspects of care, does the carer feel able to make the child ‘feel at home’ as
far as possible?
Have they asked about what food the child is used to eating at home?
Does the child have access to books, films and media which contain positive images of black people and
communities?
Are they ensuring that the child can take part in community celebrations?
Safeguarding black children and young people
This section in itself could be the subject of a lengthy article or book.  However, here are some key points
to bear in mind:
•  The vast majority of children who are Black or from a minority ethnic group are well looked after by their
parents and carers. However, a significant minority of children do experience harm and, in some cases,
they and their families do not receive appropriate help and support.
•  Some Black parents may not get support to help them to care for their children; this may be because of
discrimination, language difficulties or lack of awareness about services.
•  Some Black and minority ethnic children and young people do not get help because members of their
community do not believe that child abuse happens within their community.
•  Sometimes the way a child is looked after or the practice of a particular community is harmful to
children.  An example of this might be around the acceptability of physical punishment within some
African communities/families: as Afruca observes in their What is Physical Abuse - AFRUCA
publication: ‘The issue of physical punishment or “discipline” is very common among African families
both in Africa itself and the Diaspora…. A lot of people strongly believe that children who are brought
up with good “discipline” grow up to be respectful, courteous and know how to behave appropriately in
society. However, discipline in this sense translates into physical chastisement and using violence to
correct behaviour’.  However, it is important to reemphasise that many families from African countries
do not support physical chastisement of children.
•  Communities and parents may not be aware of UK laws and norms and the fear of involving support
services have meant children are not protected.
•  There may be specific complexities when assessing risk in relation to Black children and families if their
lives are impacted by abuse linked to faith or cultural belief, FGM, child trafficking, honour-based abuse
or forced marriage.

In a 2020 review by the Child Safeguarding Practice Review Panel, Safeguarding children at risk from
criminal exploitation, it was clear that boys from black and minority ethnic backgrounds appeared to be
more vulnerable to harm from criminal exploitation. In the cohort of 21 children, 15 were from a black or
minority ethnic background and all of them were male.
A report in the same year by the Children’s Society
looking at sexual exploitation experienced by Black and
minority ethnic young people, concludes that ‘despite the
universality of CSE in all communities this form of abuse
continues to go under reported and unidentified amongst
Black and Minority Ethnic (BME) groups. The Child
Exploitation and Online Protection Centre (CEOP)
reported that out of 2083 identified victims, only 1% were
black and 33% were recorded as unknown’.  Where Black
and Minority Ethnic young people were identified, this was
usually in relation to peer-on-peer exploitation in a group
or gang. This suggests that these young people are often
criminalised and therefore not seen as victims.
FCAs need to have an awareness of all these factors when undertaking assessments of Black children and
families to ensure that their assessments are both culturally sensitive and robustly protective.

Health considerations
Practitioners need to have an awareness of other aspects of life which may impact on the experiences of
Black children and families with whom we are working.  Health could be a key factor affecting the life
chances of a Black young person or impacting on the capacity of a parent to care for their child(ren).
Specific conditions
Sickle cell
Thalassemia
disease
Thalassaemia is an inherited
Sickle cell disease (SCD),
blood disorder which affects the
sometimes called sickle cell,
production of haemoglobin.  Like
reduces the blood's ability to
sickle cell disease, it developed
carry oxygen around the body. It
as an evolutionary response to
mainly affects people of African
malaria, affecting people from
and African Caribbean origin.
malarial regions including the
The most common type of SCD
Caribbean.  It causes people to
is sickle cell anaemia.
develop anaemia or conversely
have too much iron in the body.
The main symptoms are: painful
episodes, frequent infections
and anaemia. The painful
episodes, known as ‘sickle cell
crisis’ can occur multiple times
Most people with severe
per year, often requiring hospital
thalassaemia will need to have
admission.   The NHS has
regular blood transfusions to
announced in October 2021 that
treat anaemia or medication to
the first new treatment for sickle
remove iron from the body.
cell in 20 years will be rolled out
to 5,000 patients across the UK
to improve quality of life and
save lives.

Different risks
Some conditions which affect everyone can affect Black people in different ways: for example, African
Caribbean adults have a much higher risk of high blood pressure, type 2 diabetes, and stroke, but a lower
risk of coronary heart disease (BHF figures, 2021).
The Covid-19 pandemic has had a disproportionate impact on ethnic minority communities, who have
experienced higher infection and mortality rates than the white population. Geography, deprivation,
occupation, living arrangements and health conditions such as cardiovascular disease and diabetes
account for a large proportion, but not all, of the excess mortality risk of Covid-19 in ethnic minority groups.
Mental health
Rates of mental health problems can be higher for some Black, Asian and minority ethnic groups than for
white people, for example:
-
Black British women are more prone than white women to experience common mental health problems
such as anxiety, depression, panic, and obsessive-compulsive disorders
-
Black people are four times more likely to be detained under the Mental Health Act than white people
(NHS, 2021)
This is likely to be the result of a complex interplay between experiences of discrimination, social and
economic inequalities and stigma within communities about mental ill health.

Other considerations

If instructing a solicitor for  a child or  young person in a public
law or 16.4 matter, think about looking for a solicitor who reflects
the child’s ethnicity, especially if you are of a different ethnicity
to  the  child.    If  you  share  the  child’s  ethnicity,  perhaps  think
about reflecting another aspect of the child’s identity (such as
religion  or  gender)  in  your  choice  of  solicitor.    Record  the
rationale for your decision on the child’s record.

Finally…
We need to consider all the ‘Big D’ and ‘little d’ factors and think about how they impact on each individual
person with whom we work.   Intersectionality is a framework for considering the complex way in which all
aspects of a person’s identity interact and intersect to create different layers of advantage and disadvantage. It
is important that we do not focus our work solely on one aspect of a person’s identity to the exclusion of other
aspects which are important for them.
The Together Diversity Wheel can be a useful resource to spark conversations and understanding.

Resources to assist you:
Peer Practice Specialists
Our Peer Practice Specialists are available to provide consultations on diverse areas including Child
Trafficking, Child Criminal Exploitation, FGM, Honour-based Abuse and Unaccompanied Asylum-seeking
Children.  A full list of areas covered, including topic guides and information about accessing the service,
can be found at Peer Practice Specialists (sharepoint.com). They can provide guidance about
communicating effectively with children and families and signpost relevant resources or services.
Diversity networks
There are six virtual staff Diversity networks to represent, support and engage staff
who share a similar background, protected characteristic or common cause.
Kaleidoscope is our network for Cafcass staff who identify as Black, Asian or from a
minority ethnic community.
Library
The Cafcass library has numerous resources relating to working with black children and families.
Diversity Champions
Each service area has dedicated Diversity Champions whose role it is to raise the profile of diversity within
our work and to share good practice.  Please click here to access their page on the intranet.
Cafcass learning resources
•  FJYPB top tips for respecting children and young people’s diversity
https://www.cafcass.gov.uk/download/4464/
•  Knowledge Bite: Talking with children and young people about racism and Black Lives Matter
(Knowledge Bite) (learningnexus.co.uk)
•  Knowledge Bite: Diversity conversations with young people (Knowledge Bite) (learningnexus.co.uk)
•  Blog on Cafcass website: The importance of physical appearance to the identity of Black children -
Cafcass - Children and Family Court Advisory and Support Service
•  Course: Child criminal exploitation (CCE) and county lines eLearning (learningnexus.co.uk)
•  Course: Female genital mutilation (FGM) (learningnexus.co.uk)
•  Course: HBA and FM (learningnexus.co.uk)
External websites/documents
•  Home - AFRUCA: Safeguarding Children AFRUCA works in UK Black and
minority ethnic communities to protect and safeguard children from abuse
and harm.
•  KB-Understanding-the-lived-experiences-of-black-Asian-and-minority-ethnic-children-and-
families.pdf Research in Practice, 2020

•  Supporting Black and Minority Ethnic Young People Experiencing CSE, Children’s Society 2018
•  The Child Safeguarding Practice Review Panel - It was hard to escape - report
(publishing.service.gov.uk), 2020.

NIS, December 2021 (updated July 2022)
With thanks to Kaleidoscope