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Structural factors Modern slavery is a symptom of systematic and structural harms, such as poverty and racism, operating within the UK and elsewhere. Practitioners have previously focused on the individual factors which leave children vulnerable to exploitation, rather than the structural frameworks embedded in our culture and institutions which impact and inform practitioner responses to child exploitation. An example of this is the disproportionate rate of Black, Asian and minority ethnic children being permanently excluded from school1, which suggests there is not enough due diligence being conducted by schools to provide early prevention to avert such escalation. Excluded children are left vulnerable to exploitation and can become entangled within a criminal justice system which is not always able to offer an empathetic or consistent response for young people, for example due to a high turnover of community police officers. This made it harder for trusting relationships to be fostered between ethnic minority communities and the authorities. The reason for the disproportionate rate at which Black, Asian and minority ethnic children are excluded is, in part, due to a lack of diversity amongst teaching staff, particularly headteachers. If teachers are not understanding of cultural nuances, or if unconscious bias and racism are at play, the outcome is often that young Black boys are being placed in risky and exploitative situations, away from the watchful eye of teachers and other ‘safe’ adults. Conference participants discussed that practitioners commonly look at the events post-exclusion, not taking into account that exclusion is a form of harm. As was mentioned in the pre-conference briefing (Appendix II), young Black males often experience adultification by the authorities where there is a false assumption of deviance. Young people are viscerally aware of the structural inequalities they face, leading to a chronic distrust of institutions. This can produce racialised trauma, with childhood, and adverse childhood experiences, impacting on both their development 13
