Who gets the benefit of doubt in our classrooms
Many educators genuinely believe they treat all students equally; I did too! Yet racism in education is rarely expressed through overt hostility today. Instead, it appears in subtle differences in trust and second chances. If we refuse to see colour, might we also miss seeing how race continues to shape educational experiences? The question that made me reflect. Whenever I would rant about a difficult interaction with a student outside of work, one question would stop me like a concrete wall: “Is the kid Black?” The question itself shocked me.
Over time, however, what troubled me most was how often my answer was yes. Why did these students make it to my rants? Coincidence? Bias? Systemic? The more I reflected, the less certain I became. Which brings me to Luxembourg’s colour-blind self-image. Our small country is the most cosmopolitan country in the EU, bringing together around 180 nationalities. Schools strongly promote equality and anti-discrimination, and overt racism is widely condemned. Yet the absence of overt racism does not mean racial dynamics have disappeared. We pride ourselves on “not seeing colour”, but what if refusing to see colour means refusing to see unequal treatments and the invisible racism that shapes them?
Then who gets the benefit of the doubt? Consider common situations: a student forgets his homework; did they have a difficult day or are they just irresponsible? A student talks back; are they frustrated or simply disrespectful? A student struggles to focus; are they facing challenges, or are they lazy? What if our unconscious assumptions influence which explanation feels more believable? What if, despite our best intentions, some students receive more trust, and second chances than others? What I do know is that among those who gave me headaches, I often forgot the hundreds who did not. The hardworking, kind students faded into the background because they never demanded my attention.
This blog post is part of the ARM project. The ARM project is an international project designed to explore the complex layers of racial and gender discrimination through the power of storytelling, art, and narrative research. Our goal is to create practical tools that support the mental health and empowerment of racialised and LGBTIQ youth.
At its core, the project looks beyond individual incidents of racism or discrimination. Instead, we’re interested in the hidden, often unspoken emotional impact these experiences leave behind — how they shape a young person’s sense of self, confidence, and well‑being.
Across Europe, race and gender still strongly influence who feels safe, heard, and valued. Yet the mental health effects of racism, gender discrimination, and internalised racism are rarely discussed, even though they deeply affect racialised and LGBTIQ young people. ARM aims to change that by creating spaces where youth can share their lived experiences and see their stories reflected, respected, and understood.
