Supporting Romani (Gypsy), Roma and Traveller children in early years education
The early years of a child’s life help to shape how they understand themselves, other people and the world around them.
This section explores the common barriers and experiences that may affect Romani (Gypsy), Roma and Irish Traveller children in the early years, and highlights practical ways early years settings can support belonging, safety, participation and positive development.
Bullying behaviour can be displayed by children as young as 3 years old. Racism and racist bullying can be very distressing for children. If you become aware that a child is experiencing racist bullying or is perpetrating racist ideas and stereotypes, you need to know how to tackle it.
Listen to what a child and/or their parent is telling you. Children need to be supported to speak out if they think someone is being unkind to them. They need to feel comfortable to come and tell you.
Likewise, parents of Romani (Gypsy), Roma and Irish Traveller children may have their own negative experiences of racial bullying at school. Work with parents to ensure they understand your approach to racist bullying. Remember that for some Roma children/parents, English may not be their first language and as a result, there may be language barriers to also consider.
Being bullied and experiencing social exclusion from their peers can make children anxious and unable to interact with other children or adults. Help young children to value difference by actively presenting positive attitudes and messages about the differences amongst us all. Please note that racist bullying may amount to unlawful discrimination or harassment under the Equality Act, depending on the circumstances.
Helpful resources on responding to bullying and racism can be found here:
Romani Gypsy, Roma and Irish Traveller children have the highest rate of absence of any ethnic group. Persistent absenteeism is often an early indication that adverse factors are causing a child to not want to attend school such as racist bullying.
There may also be a lack of understanding from Romani (Gypsy), Roma and Irish Traveller parents about attendance, particularly for European Roma parents who may not be familiar with the education system in the UK.
All schools and settings will have their own procedures for managing attendance issues. Encourage parents and families to have open conversations with you about what is preventing the child from attending early years provision.
Distressed behaviour can take many forms including:
For children in the early years, this may appear as increased irritability, regressing to behaviours displayed by younger children, and clinging to caregivers/adults more than usual.
It is important to understand why a child may be exhibiting distressed behaviour. Distressed behaviour can be closely tied to bullying and/or problems at home.
If you notice a child displaying distressed behaviour, ask them how they are feeling in a direct or indirect way. One check-in method is to ask the child to draw or paint a picture. Ask questions about the picture, what they have drawn and/or why they have used certain colours. This may help the child to express how they feel.
There is a direct link between low attendance and low attainment. Disadvantaged children spend significantly less time in early years education than children from more affluent backgrounds. The attainment gap between disadvantaged children and their more advantaged counterparts is already evident when children begin school aged 5.
Many Romani (Gypsy), Roma and Irish Traveller parents prefer not to send their children to school before they reach statutory school age. Reasons for this may vary from family to family, but for many families' early childcare is seen as the responsibility of the family.
Suspension and permanent exclusion rates for Romani (Gypsy), Roma, and Irish Traveller pupils are higher than for many other ethnic groups, and concerns have also been raised about off-rolling and coerced exclusions affecting these communities disproportionately. Schools should ensure that any suspension or exclusion is lawful, reasonable, procedurally fair, and carried out in accordance with statutory guidance. Informal exclusions, pressured moves, or removals from the school roll that do not follow the proper legal process may be unlawful.
If there are concerns about a child’s behaviour or attendance:
NEU trauma informed practice and approach
Preventing and Reducing Exclusions
Traveller Movement’s reporting on coerced exclusions
Romani (Gypsy), Roma, and Irish Traveller communities are overrepresented in the criminal justice system and may experience disproportionate contact with statutory services. Some parents may experience literacy barriers or limited familiarity with legal processes relating to school attendance, elective home education, or care proceedings, which may contribute to unintentional non-compliance with legal requirements.
Under section 437 of the Education Act 1996, local authorities may issue a School Attendance Order where it appears a child is not receiving a suitable education. Prosecution may follow where there is non-compliance with a School Attendance Order. Local authorities should ensure that any enforcement action is reasonable, proportionate, and takes account of potential barriers to engagement, including literacy, discrimination, cultural factors, and communication needs.
If a child has a parent in prison, establish how the parent’s absence has been explained to the child and maintain a consistent approach. You should agree with the main carer how you will respond to any questions the child may raise about their imprisoned parent.
Keep an eye on the child’s behaviour and respond appropriately to any displays of distressed behaviour.
