Hate Crime Awareness Project
See it, Say it, Sort it! Educational Resource Secondary Schools – 11-16
In partnership with Hate Crime Awareness Project Educational Resource – See it, Say it, Sort it!
Why have we produced a resource?
Disability hate crime In addition, Carp Collaboration Our hope is that this learning appears to be increasing and the Building Bridges resource will support teaching project undertook research staff to educate young people across the Country and into social isolation amongst about disability hate crime in particularly in Blaenau adolescents with a learning order to prevent/reduce future Gwent. Gwent police disability. Their report “Young incidents in Blaenau Gwent and identified Blaenau Gwent people and friendships: What other local communities. It will as experiencing increasing matters to us” details how 8 also give information about how levels of disability hate peer researchers worked with those who are victims of hate crime with a rise of 57% in 85 young people with learning crime can report the crime and disabilities aged 14–28 years. access appropriate support. reported cases from 2017 to Fieldwork was undertaken with 2018. Police are aware that representatives from across The resource is designed to be many cases of disability hate Gwent including Blaenau used in conjunction with our crime are not being reported Gwent. Worryingly, 6 of the film “See it, Say it, Sort it”. This and that this category is the 8 peer researchers and 56 of was produced by a group of most concerning in terms the 85 participants reported young people from Brynmawr of the impact on the victim. experiencing bullying due to Foundation School and Cymru their disability. Experiences Creation. With 563 young people included verbal bullying, in mainstream secondary physical bullying, spreading of There are also various activities schools presenting with rumours/lies, cyber bullying, which can be used to promote additional learning needs manipulation, exploitation and discussion among young people (ALNs) and 59 disabled ‘mate crime’. Incidents occurred and deepen their understanding children in Pen-Y-Cwm in community settings and of disability hate crime. special school, we have mainstream schools rather than specialist schools. This project was funded by the a large cohort who are Home Office and was completed vulnerable to disability hate Report recommendations in partnership with Gwent crime and bullying. included: Police and the students of Blaenau Gwent. • Better education for disabled young people about interpreting friendships and distinguish social nuances (e.g. bullying disguised as ‘banter’) • Awareness raising with non- disabled young people about the consequences of identity related bullying
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The activities included within this work pack contribute to the Curriculum for Wales 2022.
It aims to raise awareness of Hate Crime within the local area and the UK.
The curriculum aims to raise standards, reduce the Hate attainment gap, and deliver an education system that is a source of national pride and public confidence. The Crime curriculum needs to prepare children and young people Awareness Project to thrive in a future where digital skills, adaptability and creativity are important. These resources allow individuals to share experiences, develop knowledge and skills and encourage creativity and introduce Welsh values and culture to their learning.
The activities within this work pack will assist teaching and support education professionals and practitioners.
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Creativity and innovation Able to generate ideas. Develop curiosity and inquisitiveness. Demonstrate courage to explore and develop new ideas. Ability to turn ideas into action. Plan and manage projects. Identify opportunities. Act upon opportunities and ideas and transform them into value – the created value can be financial, cultural or social.
Planning Critical thinking and organising and problem solving How the ideas are Take risks. Analyse and understand. implemented. Express their Ask questions. Set goals. opinions. Evaluate information Decision-making. Work and situations. collaboratively. Time management. Be objective looking at opposite Be adaptable. Monitor and reflect on results. views (strengths and weaknesses. Be persistent. Adapt. Question. Be resilient. Check for accuracy. Challenge perceptions. Learn from Responsibility Identify potential solutions. mistakes. and reliability. Justify decisions. Manage resources. Identify and develop arguments.
Personal effectiveness Self-aware. Confidence and self-esteem. Emotional intelligence. Evaluate own learning/strengths and areas for development. Independence. Leadership. Social and cultural awareness, ethics.
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Introduction by Gwent Police
What is a hate crime? Hate incidents and Support for victims of People can become victims crimes can include: hate crime of crime for lots of different • Physical attacks In Gwent Police we have a reasons. When a person is • Written or verbal insults team of over 30 Hate Crime targeted because of hostility or e.g. abusive phone calls, Support Officers (HCSOs) prejudice towards a protected offensive letters, comments who have received additional characteristic they have we call on social networking sites training in supporting victims this a hate crime. of hate incidents and crimes. • Vandalism If you report a hate incident • Graffiti A hate incident is the same as or crime to us, an HCSO will a hate crime, although what • Threatening behaviour. be in touch to offer their help, has happened is not always a and to signpost you to other criminal offence. Hate incidents Reporting Hate Crime organisations that may be able may happen once, or several There are a range of ways that to support you. There are lots of times over a longer period. you can report a hate incident other agencies who can help, to Gwent Police always take hate or crime: find out more, contact Connect crimes and incidents seriously. Gwent, our victims’ hub on • Visit your local police station 0300 123 2133 or visit www. connectgwent.org.uk. The following are • Call 101 in a non emergency protected characteristics: • Call 999 in an emergency • Disability • Religion If you don’t feel ready to speak • Race to the police you can report to somebody else: • Age • Sexual orientation • Victim Support at www.reporthate. victimsupport.org.uk or telephone 0300 30 31 982 • True Vision at www.report-it.org.uk • Crimestoppers will take your call in confidence on 0800 555111 if you wish to remain anonymous.
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Crime Stoppers
Hate Crime is when you commit You can also give any a crime against someone information anonymously because you are prejudice by completing the online against a person or an entire form: community’s individuality. This could be as a result of https://www.fearless.org/en/ their religion, race, sexual give-info orientation or disability. You could be accused of committing hate crime if you send nasty This form is anonymous. emails or social networking No one will know you have sent messages that are making fun this info. of a person’s individuality. If you are using a shared or It can also include people public computer we encourage becoming physically aggressive you to delete your page history. to someone because of the same reasons, recently this can be Please include as much seen as acid attacks. information as possible as there is no way we can contact you Hate Crime offenders can be back for more information. sentenced for a minimum of 1 If you would prefer to complete year in prison. the form in your mother language please do as we have a translation service with over Visit the Crime Stoppers 147 languages available. Fearless campaign to learn more about Hate Crime and Please note we cannot help you hate crime support. if you are a victim of crime or if you require urgent emergency https://www.fearless.org/ assistance, you should CALL THE POLICE.
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Notes to teachers
In 2018/19, there were 103,379 While increases in hate hate crimes recorded by the crime over the last five years police in Wales and England, have been mainly driven an increase of 10 per cent by improvements in crime compared with 2017/18. recording by the police, there have been spikes in hate crime This continues the upward following certain events such trend in recent years with the as the EU Referendum and the number of hate crimes recorded terrorist attacks in 2017. by the police having more than doubled since 2012/13.
Number of hate crimes recorded by the police in Wales and England: Hate Crimes Reported 100,000
90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
Source: UK Home Office official hate crime figures.
Gwent Police recorded 715 hate crimes in 2018-19, the latest Home Office statistics show.
An increase of 7% from 2017-18. 7 Hate Crime Awareness Project Educational Resource – See it, Say it, Sort it!
Why is hate crime different to other crimes?
Hate crimes are different to other forms of crime because What is the impact of hate crime on at-risk perpetrators purposefully target individuals, young people and the community? victims based on prejudice or hostility towards a group of • Research shows that the psychological distress experienced people (not just individuals). by victims of hate crime is higher than victims of crimes Perpetrators are likely to not motivated by prejudice (American Psychological re-victimise that group by Association). committing further hate crimes. • Hate crimes can cause fear, anxiety, anger and humiliation. • To victims, hate crimes feel very personal because they are targeted because of who they are or who they are assumed to be. • Victims feel especially vulnerable as they feel that they cannot change the reason why they were targeted e.g. disability, race, sexuality. • Repeat victimisation can worsen the emotional toll of hate crime. • In addition to the social and emotional consequences, hate crime can cause people to change their behaviour to avoid hate crimes and incidents, such as not going out as much or avoiding certain areas. • Witnessing or hearing about hate crime also impacts wider communities’ feelings of safety and security.
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Safeguarding
The subject matter which we cover in these resources can be DO challenging and may result in 3 Listen carefully - try not to react or express your own views. students disclosing sensitive 3 Reassure them they have done the right thing - they may information to peers and have kept this secret for some time. teaching staff or seek advice 3 Reassure them it is NOT their fault and that they are from you. deserving of help and support.
Before the resources are 3 Say you believe them. They will likely have feared telling used within lessons, please and have trusted you; they want your help. reacquaint yourself with your 3 Explain what you will do next. school’s Safeguarding policies. 3 Follow your school’s safeguarding policy guidelines and At Barnardo’s we believe that report it immediately to the appropriate person. all staff, workers and volunteers share responsibility for safeguarding and promoting the welfare of children, young DON’T people and adults at risk. 5 Don’t encourage disclosures to take place in a whole-class setting or in front of peers. If a student does disclose 5 Don’t pressure anyone to disclose abuse. Instead enquire any sensitive information to about their wellbeing and say you are there if they want to you or requires support we talk. recommend: 5 Don’t ask leading or suggestive questions. 5 Don’t correct / teach anatomically correct words for body parts. Use the words they are using. 5 Don’t challenge their honesty, i.e. “Are you sure this happened?” This implies a lack of trust and support. 5 Don’t ask “why?” questions as this implies blame, i.e. “Why do you think he did that?” “Why didn’t you tell someone?” 5 Don’t keep asking questions or demand details in order to ‘prove’ abuse. 5 Don’t use words such as “good” or “bad” as these imply judgment. 5 Don’t make promises that you cannot keep – i.e. that we will keep a secret.
Barnardo’s believes that respecting, appreciating and listening to, the views of children and young people ensures that they feel fully involved in our services and helps everyone to make better, more informed, decisions about their welfare and safety.
Visit the procedures using the online link; this is updated every six months. www.safeguarding.wales/
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Learning Plan
These resources are designed for pupils aged 11-16. The resources can be used as a collective or individually during lessons to highlight Hate Crime as an issue and raise awareness of the importance of reporting hate crime. Each activity has information and a resource/resources.
Activity 1 Ground Rules: As a class or in small groups decide upon a safe set of Information: Page 12 ground rules/guidelines in preparation for discussions where sensitive Resource: Pages 13-14 issues may arise.
Activity 2 What is a hate crime? Information: Page 15 A group discussion should be held to discuss a definition of hate crime. Resource: Page 16 Ideas should be shared as a whole class and a definition should be decided as a collective. Read the statements and decide whether the situation described would be a hate crime, hate incident or neither.
Activity 3 Disability Hate Crime Awareness Information: Pages 17-18 Watch the short film and answer the subsequent questions. Discussions Resource: Pages 19-20 can be in small groups before feeding back as a whole class
Activity 4 Mate or Hate: Is this a hate crime? Read the case studies and decide if Resource: Page 22 this is a hate crime. Discussions can be in small groups before feeding back as a whole class
Activity 5 How would it make you feel? Use the resource to express how a victim Information: Page 23 of hate crime may feel. Around the outside of the figure, write what you Resource: Page 24 think made them feel that way.
Activity 6 How would it make you feel continued: Resource: Page 25 On the inside of the body, write how a victim of hate crime may feel. Around the outside, write what you think made them feel that way.
Activity 7 Reporting: How can you report a hate crime? What are the benefits of Information: Page 26 reporting hate crime? Resource: Pages 27-29 Discussions can be in small groups before feeding back as a whole class As a class decide upon three things you will try to do to following using this resource to educate your peers/ families/ community.
Activity 8 Case Studies Information: Pages 30-32 Read/listen to, the real life case studies given from real students within Resource: Page 33-34 Blaenau Gwent and suggest what steps they should take next. Independently or within small groups develop your own case studies.
Activity 9 Create a poster / information leaflet that could be used within your Information: Page 35 school and the wider community to educate others on hate crime.
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Hate Crime Awareness Project
Resources
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Setting Safe ACTIVITY 1 Ground Rules These resources address We recommend working with complex topics and often call your students to create your Information on individuals to give their own list of ground rules for the thoughts and opinions on what sessions. Don’t forget, these can be diverse topics. rules also apply to you as the teacher. Before using these resources and starting the discussions The PSHE Association suggests about these topics it is that ground rules should important to set very clear include the following: ground rules to ensure a safe and happy learning environment.
BE OPEN BE NON-JUDGEMENTAL KEEP THE We will be open to learning We will not put anybody CONVERSATION and open about our opinion. down or judge their IN THE ROOM However, we won’t use opinions. We can disagree We will not speak about identifying names or with their point of view, what is discussed outside of descriptions when we but we must challenge it this safe space. Our teacher discuss issues – we will talk in a constructive and non- will not repeat what we say in general terms. personal way. in this classroom unless they are concerned about our safety. DON’T FEEL PRESSURED LISTEN If we don’t want to If someone else is speaking participate in an activity or we will listen to what they a question we have the right have to say. LOOK FOR HELP & to say no. ADVICE If we need help, support or advice we will seek it out – ASK QUESTIONS NEVER MAKE either in school, at home or We will actively engage ASSUMPTIONS online. We will encourage in the lesson by asking We won’t make assumptions our friends to seek out help questions about anything about people’s values, if they need it and we will we’re not sure of – there are attitudes, feelings, life support each other in an no silly questions. However, experiences or behaviours. understanding and non- we will not ask questions We will accept people’s judgemental way. with the intent to embarrass explanations and points of or offend someone. view without prejudice.
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Setting Safe ACTIVITY 1 Ground Rules In small groups, you are You can use the ‘Teacher advice’ going to come up with a set sheet on Setting Safe Ground Resource of ground rules/ guidelines in Rules to assist with creating the preparation for future lessons rules. where sensitive issues may be discussed. During the sensitive discussions we promise to In your group, you should: stick to our guidelines to ensure a safe and happy • Consider the wording used. learning environment with • Consider the whole group. no hate. • Think about how to make the activity inclusive.
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Class Discussion Guidelines for a safe and happy learning environment
Hate Crime: Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice based on a person’s race or perceived religion; sexual orientation or perceived sexual orientation; disability or perceived disability and any crime motivated by hostility or prejudice against a person who is transgender or perceived to be transgender.
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What is a Hate Crime? ACTIVITY
2 A class or group discussion should be held to discuss a definition of hate crime, the information below should be considered. Then read the statements and decide whether the situation described would be a hate crime, hate incident or neither. Information A hate incident is any event, occurrence or action which the victim, or anyone else thinks was motivated by or hostility based on any of the following things:
• Disability • Race • Religion • Sexual orientation • Transgender identity.
Anyone can be the victim of a hate incident. For example, you may have been targeted because someone thought you were gay even though you’re not, or because you have a disability. Not all hate incidents are criminal offences but should still be reported to the police.
When hate incidents become criminal offences they are known as hate crimes. A criminal offence is something which breaks the law. Any criminal offence can be a hate crime if it was carried out because of hostility or prejudice based on disability, race, religion, transgender identity or sexual orientation.
The Police and Crown Prosecution Service (CPS) have agreed the following definition of hate crime:
Hate Crime Any criminal offence which is perceived by the victim or any other person, to be motivated by hostility or prejudice based on a person’s race or perceived religion; sexual orientation or perceived sexual orientation; disability or perceived disability and any crime motivated by hostility or prejudice against a person who is transgender or perceived to be transgender.
In other words, crime + hostility/prejudice = hate crime
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Within your group ACTIVITY discuss and write a 2 suitable definition of hate crime Resource
Definition of Hate Crime
Write down examples of Hate Crime?
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Disability Hate ACTIVITY 3 Crime Awareness What’s meant by a disability? The Criminal Justice Act 2003 defines disability as any physical or Information mental impairment. This includes persons with physical or learning disabilities.
What is a disability hate crime? A disability hate incident occurs if the victim or anyone else thinks it was carried out because of hostility or prejudice against disabled people.
When a disability hate incident becomes a criminal offence, it’s known as a disability hate crime. Any criminal offence can be a disability hate crime, if the offender targeted you because of their hostility or prejudice against disabled people.
When something is classed as a disability hate crime, the judge can impose a tougher sentence on the offender under the Criminal Justice Act 2003.
Remember, an incident may still be a crime even if it’s difficult to show it was carried out because of hostility based on disability.
Number of Hate Crimes reported in Wales and England Year 2016-17 2017-18 2018-19 Number of reports 4,079 5,599 6,263
Equality and Non-discrimination Equality is about ensuring that every child has an equal opportunity to make the most of their talents and develop to their fullest potential, and that no child has to endure poor life chances because of discrimination. Many children and young people in Wales face discrimination in education settings. Sometimes children face discrimination due to their identity, for example, children and young people can experience bullying due to a disability or because they are a member of a minority ethnic community.
Take a look at the important article, A Children’s Rights Approach for Education in Wales from the UNCRC. https://www.childcomwales.org.uk/wp-content/uploads/2017/05/The- Right-Way-Education.pdf
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Disability Hate Crime
A crime aggravated by hostility Disability Is when the person or people Someone may have a disability if they: who do the harm show they do not like disabled people by what they say or do when they do it. This is a Disability Hate Crime.
A crime motivated by hostility Is when the person or people who do the harm make a plan to harm someone because they do not like disabled people. This is a Disability Hate Crime. Find it hard to move around – physical disability Tell the police!
Do not hear or see or find Find it hard to learn some Do not feel well in their mind at it hard to hear or see – things – learning difficulty times – mental health sensory disability or disability
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Watch the short film ACTIVITY and decide upon 3 suitable answers to the questions. Resource See it, Say it, Sort it!
Dotty Leonie
Tilly Sally
Perpetrators 19 Hate Crime Awareness Project Educational Resource – See it, Say it, Sort it!
Did Dotty react in the correct way in the initial scene?
Could Dotty have done anything different?
What were the perpetrators doing wrong?
What were the three disabilities highlighted within the film?
What do the victims ask Dotty to do to help them?
What happens to the three individuals to make them victims of Hate crime?
What does Dotty decide to do to help?
Who could Dotty speak to to report the hate crime?
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Curriculum for Wales 2022
The four purposes of the curriculum support learners to grow as healthy, confident individuals who are able to build relationships based on mutual trust and respect, and develop their mental and emotional well-being by developing their resilience and empathy.
Activity 4 aims to develop feelings of empathy and respect using words, role play and expressing emotions in an environment where the child/ young person should feel safe.
The core principles of relationships education are that it should be:
• Inclusive • Holistic • Relevant, engaging and co-produced • Creatively designed • Empowering and transformative • Protective and preventative.
Estyn welcomes the mandatory introduction of Relationships and Sexuality Education (RSE) in the new curriculum. Introducing it as a statutory cross-curricular responsibility will help to broaden the learning experience and increase the emphasis given to rights, relationships, equity and emotions. https://www.estyn.gov.wales/sites/www.estyn.gov.wales/files/documents/19.07.2019%20Estyn%20 response%20to%20Draft%20Curriculum%20for%20Wales%202022_0.pdf
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Case Studies ACTIVITY
4 Below are 3 short scenarios. In your group talk about each scenario and try to decide, from the information given, whether the situation described would be Resource considered a hate crime, a hate incident or neither.
Mate or Hate? I have a learning disability. I have a group of friends that I go out with. Sometimes when we go to the shops they ask me to steal things. I know it is wrong to steal but they say they won’t let me hang around with them if I don’t. When they come to my house they borrow my x-box games and they haven’t given them back yet. One of my friends wants me to get some money for them. He said that if I was his friend I would get it because that’s what friends do.
Mate or Hate? My brother has autism and he struggles in social situations. When I go out with my friends they make fun of my brother and call him names. They say things like, ‘Don’t you wish you had a normal brother?’ I laugh it off but it really upsets me. I feel like I don’t want to be seen out with my brother in case they make fun of us even more.
Mate or Hate? During the summer I enjoyed going out with my brother and my friends. The one day we went to the park, a few of my friends decided to go to the shop but I stayed in the park. Two boys approached me, I couldn’t see who they were because I am partially sighted, they grabbed me from behind, stole my glasses and they tried to pick me up and throw me over a fence into a power mast telling me I should burn. They couldn’t lift me so one boy took a lighter out of his pocket and tried to light my t shirt on fire. My friends heard the boys shouting abuse and me screaming for them to get away from me.
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How would you feel? ACTIVITY
5 Can you put yourself in their shoes? You could start this activity by role playing emotions. Some children and young people may need support to develop their emotional vocabulary so role playing emotions can help develop this and allow Information them to relate words to feelings.
Begin by asking: What would you do and how would you feel/react if you were…
• the perpetrator (The one committing the hate crime) • the victim • a close friend/family member of the victim • a close friend/ family member of the perpetrator • a passer-by, witnessing a hate incident?
Examples of physical indicators of emotions can be found on the following page. These can be used to develop language skills. Use the Welsh and English tables to develop bilingual skills.
Identify the physical indicators when experiencing this emotion. Examples of emotions in the body include: Sweaty hands Heart beating fast Clenched fists Clenched feeling in the stomach – butterflies Breathing fast Dry throat or mouth Mind racing or going blank Flushed face Headaches / Pain / Upset stomach Nothing makes sense / Too many thoughts in your head
Use this activity to explore a range of positive and negative emotions such as anger, stress, excitement, nervousness to facilitate the young persons’ recognition and understanding of emotions on their body, and the behaviours they display as a consequence.
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How would you feel? ACTIVITY
5 Can you put yourself in their shoes? Exploring emotions. Resource Reflect upon the topics discussed during the activities.
If I was… I would feel…
The perpetrator (the one committing the hate crime)
The victim
A close friend/ family member of the victim
A close friend/ family member of the perpetrator
A passer-by, witnessing a hate incident.
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How would it make ACTIVITY 6 you feel? On the inside of the body, write how a victim of hate crime may feel. Around the outside, write what you think made them feel that way. Resource
If I was… I would feel…
The perpetrator (the one committing the hate crime)
The victim
A close friend/ family member of the victim
A close friend/ family member of the perpetrator
A passer-by, witnessing a hate incident.
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It’s important ACTIVITY 7 to report! Anyone can and should report a hate crime – a victim or witness should take responsibility and report. Information Victims or witnesses can report a hate crime directly to the police, either in person at a police station, online, using social media or over the phone.
In person • At a police station. • Talking to your safeguarding officers in school.
Over the phone • In an emergency call 999 • Non-urgent report to 101 • Connect Gwent 0300 123 2133 • Stop Hate UK 0800 138 1625 • Victim support 0300 30 31 982 • Mencap support 01733 873712
Online • Gwent Police Victim Support www.reporthate.victimsupport.org.uk • True Vision www.report-it.org.uk • Disability rights UK www.disabilityrightsuk.org • Gwent victims’ hub www.connectgwent.org.uk • Facebook – @GwentPolice
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It’s important ACTIVITY 7 to report! Anyone can and should report a hate crime – a victim or witness should take responsibility and report. Resource Task 1: In groups, consider: Who can you speak to? Where can you report hate crime?
I can talk to…
•
•
•
•
•
I can report a hate crime at…
•
•
•
•
•
Extension activity You could create an informative poster to put up in your school informing your peers on how to report a hate crime and why it is important.
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It’s important ACTIVITY 7 to report! Task 2: What can you do? Hate crime is under-reported across the UK. The Crime Survey Resource for Wales and England estimates that only 48% of hate crime is reported to the police.
Benefits of reporting hate crime include:
Sends a message that Hate crime recording hate crime is not can educate the accepted. public on hate crime.
Areas that may need Hate crime reporting greater protection is an important tool and resources can be for law enforcement. identified.
Increasing levels of Communities feel reporting increases safer and more the chances of the confident if the perpetrator being perpetrator has been caught before they identified by the hurt others. police.
Reporting can help other governmental officials make important decisions about funding for education, training and providing victim support.
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It’s important ACTIVITY 7 to report! Task 2: Benefits of reporting hate crime – What can you do? Resource As a class decide upon three things you will try to do following using this resource to educate your peers/ families/ community.
Perhaps you will organise an event/ assembly at your school? Perhaps you can do more to encourage others to report hate crime? Perhaps you could organise activities or an event that aim to reduce prejudice and hate within your school/ community.
I will...
I will...
I will...
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Blaenau Gwent ACTIVITY 8 student case studies I am 13 years old, I live with my mum, my step-dad and two dogs. I moved here from England 3 years ago and I like my new town. Information I enjoy visiting the leisure centre with my step-dad, we go swimming every Sunday before visiting my grandparents for Sunday lunch. We sometimes see my best friend at the leisure centre, I met her on my first day of school here and we became Use the case friends straight away. studies in Activity 8 to reflect on what My best friend has been bullied because she has cerebral palsy, she you have learned is too scared to do anything about it. Recently the bullying and throughout. name calling has turned into a severe hate crime.
People from school always make fun of the way she walks and imitate her voice. When my friend and I were walking to the shops last Saturday two people from her class called her names and physically hit her and pushed her over because she is different. I couldn’t do anything at the time to stop them, they threatened to do the same to me.
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Blaenau Gwent ACTIVITY 8 student case studies My brother and I have always been close growing up, it’s always been me, him and mam. Information My brother has autism and he struggles in social situations. When I go out with my friends they make fun of my brother and call him names.
They say things like, ‘Don’t you wish your moron of a brother was dead.’
I laugh it off but it really upsets me, especially when they threaten to beat him up.
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Blaenau Gwent ACTIVITY 8 student case studies During the summer I enjoyed going out with my brother and my friends. The one day we went to the park, a few of my friends Information decided to go to the shop but I stayed in the park. Two boys approached me, I couldn’t see who they were because I am partially sighted, they grabbed me from behind, stole my glasses and they tried to pick me up and throw me over a fence into a power mast telling me I should burn. They couldn’t lift me so one boy took a lighter out of his pocket and tried to light my t-shirt on fire. My friends heard the boys shouting abuse and me screaming for them to get away from me.
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Blaenau Gwent ACTIVITY 8 student case studies Read/listen to, the real life case studies given from real students within Blaenau Gwent and suggest what steps Resource they should take next.
e.g. Should they report the hate crime? Who should they report it to?
Report? Solution?
Case study 1
Case study 2
Case study 3
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Extension ACTIVITY 8 activity Independently or within small groups develop your own case Create a poster / information leaflet that could be used within studies. These could be made up or based on personal experiences your school and the wider community to educate others on hate Resource or experiences shared by others. crime.
(You should not include any real life names in your case studies) You could design a logo, decide upon a slogan and make sure you encourage others to report hate crimes.
Report? Solution?
Case study 1
Case study 2
Case study 3
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Create a poster / ACTIVITY 9 information leaflet Create a poster / information leaflet that could be used within your school and the wider community to educate others on hate Information crime.
You could design a logo, decide upon a slogan and make sure you encourage others to report hate crimes.
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The following booklet can be removed, copied and sent home as an information leaflet.
36 Hate Crime Awareness Project
See it, Say it, Sort it! Information about Disability Hate Crime and how to Report it Knowing your rights The Law Hate crime How to report it Tell someone Police People who can help Information – See it, Say it, Sort it!
Know your rights
We have the rights to:
• Feel safe and be safe • Be treated with respect • To be listened to • To have a voice • Be who we are • Make our own choices • Use the law
You have a right to:
• Tell someone if anything makes you feel bad. • Report it if something is wrong • Tell the police if anyone does something against the law.
• It is wrong to hurt anyone or to make anyone feel unsafe. • It is wrong to take or to harm anyone’s belongings. • It is wrong to treat anyone badly. • If anyone does any if these to you it may be against the law. It may be a crime. • If it is not a crime, it is still wrong. It is called a hate incident.
Nobody has the right to say or do something hurtful. Information – See it, Say it, Sort it!
The Law
The law is a set of rules that everyone has to follow.
• The law keeps your rights safe. • If someone does not follow the rules, it may be a crime. • If it is a crime, the police can arrest them.
Assault
It is a crime to hit, punch, kick, throw things or spit at you. It is a hate crime if the action is taken against you because of a disability, race, religion, your sexual orientation or transgender identity.
Abuse
If anyone treats you badly. If anyone treats you badly by the way they talk to you, by what they say to you, by what they do to you or your body, your money or your things or by trying to make you feel bad, scared or frightened. It is wrong and it may be a crime.
The prison sentence is longer for a hate crime. Information – See it, Say it, Sort it!
Hate Crime
It is wrong for anyone to have prejudice or hostility for other people.
The police want you to tell them about all hate crimes and incidents that happen because of disability, transgender, sexual orientation, religion and race.
What is a hate crime? People can become victims of crime for lots of different reasons. When a person is targeted because of hostility or prejudice towards a protected characteristic they have we call this a hate crime.
The following are protected characteristics: • Disability • Religion • Race • Age • Sexual orientation
If a crime happens based on a person’s prejudice or hostility for any of these things. This is a Hate Crime.
Hate incidents and crimes can include: • Physical attacks • Written or verbal insults e.g. abusive phone calls, offensive letters, comments on social networking sites • Vandalism • Graffiti • Threatening behaviour. Information – See it, Say it, Sort it!
How to report it
It is important to tell someone if anyone makes you feel bad, scared or upset or they harm you or their things:
• If it happens to you, you are a victim. • If it happens to someone else and you see or hear it you are a witness.
If you or someone else needs help very quickly and it is an emergency, call 999. This will get the police, fire service and ambulance.
If you are a victim of or a witness to any crime or incident, you should: • Report it! • Tell the police!
In an emergency call 999 In a non-emergency call 101 The police will listen, the police will help, the police want to stop Hate Crime. Information – See it, Say it, Sort it!
Tell someone
When it is not an emergency or you are not sure if you want to talk to the police you can talk it over with someone you can trust.
You are not on your own. It may be hard to tell someone when bad things happen – you may be very upset or you may be scared it will get worse.
You have a right to be safe and feel safe. • You can tell a friend you can trust – they can then pass on the information for you. • You can tell a family member, someone you know well and trust, a key worker, support worker, social worker or care worker. • You can tell your teacher, your doctor or a nurse.
They may be able to help you put things right. They can help you to tell the police.
If you do not want to fill in the form or talk to the police, you can and should still report it. You can call Crimestoppers.
What you say is confidential and it is free to call. Information – See it, Say it, Sort it!
Police
Anyone can report Disability Hate Crime.
Always report it when: • It happens to you. • You have seen or heard it happen to someone else • Someone has asked you to report it for them. • Someone told you about it and you feel you should report it.
Tell the police and they will help you.
What the police will do if you:
Phone the police They will help you first. They will listen and talk with you about what has happened and write down what you say.
Talk to police in the street or police you know They will help you first. They will ask if you want to go to the police station or somewhere else to talk about what has happened and write down what you say.
Go to the police station They will listen and talk with you. They will make a report and write down what you say. Disability Hate Crime 04-03-09 9/3/09 12:11 Page 21 Disability Hate Crime 04-03-09 9/3/09 12:11 Page 21
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19 19 Disability Hate Crime 04-03-09 9/3/09 12:12 Page 22
Information – See it, Say it, Sort it! People who can help
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20 Disability Hate Crime 04-03-09 9/3/09 12:12 Page 23 Disability Hate Crime 04-03-09 9/3/09 12:12 Page 23
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21 Hate Crime Awareness Project Educational Resource – See it, Say it, Sort it! Blaenau Gwent Aware Raising Hate Crime Awareness
When a person is targeted because of hostility or prejudice towards who they are or a characteristic they have, we call this a hate crime.
You may be a victim of Hate Crime because you are:
• Disabled • Religious (or not) • Lesbian, Gay or Bisexual (or not) • From a different country, of a different ethnic origin, or skin colour • Transgender See it, Say it, Sort it! It’s important to report!
There are a range of ways that you can report a hate incident or crime: • Visit your local police station • Call 101 in a non-emergency • Call 999 in an emergency
If you don’t feel ready to speak to the police you can report to somebody else: • Victim Support at www.reporthate.victimsupport.org.uk • True Vision at www.report-it.org.uk • Victim Support on 0300 30 31 982 • Crimestoppers will take your call in confidence on 0800 555111 if you wish to remain anonymous.
Report - https://www.fearless.org/en/give-info
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