OVER 60 per cent of black teachers are considering leaving their schools, a new report reveals today.

A survey of over 1,000 black and minority ethnic (BME) teachers carried out by the National Union of Teachers and the Runnymede Trust suggests that schools are failing to support non-white staff.

Only a third believed that their school was “proactive” in dealing with racism among pupils.

Just 30 per cent of BME teachers in primary schools, and 23 per cent in secondary schools, thought the staff appraisal system was “supportive rather than punitive.”

Among primary school teachers, 62 per cent said they had considered leaving their schools in the past 12 months because the workload was excessive.

Sixty-three per cent of BME secondary school teachers said the same.

They were also aggrieved about being stereotyped and given tasks such as handling black history month education, rather than leadership roles.

Some spoke about being labelled “troublemakers” or being viewed as “aggressive” if they challenged decisions.

NUT general secretary Kevin Courtney said: “Racism is not discussed enough in schools, even at a time when intolerance is increasing within society.

“These findings remind us that it is a defining feature of BME teachers’ lives and deeply affects the experience of young black people.

“It is urgent we open up conversations about racism in staff rooms, in classrooms and in the curriculum.

“Strategies to better use the potential of schools and colleges to reduce racism are urgently needed. The NUT will be using the good practice identified in schools via this research to develop practical tools for schools to challenge the effects of racism.”

The study found that ethnic minority teachers found schools with an overwhelmingly white staff far less inclusive and welcoming.

Runnymede Trust research associate Zubaida Haque said: “Our survey found that black and minority ethnic teachers were not only overwhelmed with the mountain of paperwork but they are also beaten down by the everyday ‘microaggressions’ in the staff room and the low expectations and support by senior staff in their schools.

“This has led to BME teachers feeling undervalued, isolated and disillusioned with their careers.

“If BME and white pupils see that BME teachers being treated unequally, this sends out unacceptable signals to the next generation.”