Misrecognition, control and the Roma experience in Bradford schools
Published on 25 March, 2026.
This report examines the educational experiences of Roma pupils in Bradford, highlighting how historical marginalisation and ongoing discrimination intersect with contemporary schooling. Originating in South Asia, Roma communities have endured centuries of persecution, slavery and genocide and continue to face stereotyping, social exclusion and economic disadvantage across Europe. Post-2004 migration to Bradford brought families into communities marked by insecure housing, precarious work and heightened vulnerability. This report argues that meaningful inclusion requires schools to integrate Roma culture, adopt relational and restorative approaches to behaviour, and co-produce support plans with families. At a system level, it calls for reinvestment in local inclusion hubs, equitable funding, culturally competent support services, and alternative vocational pathways. By centring belonging, recognition and practical skills alongside academic attainment, education can become a space where Roma pupils are not only visible but empowered to thrive.