sports historyraceethics

Racism and Discipline in Women’s Football: The Liverpool Case in Historical Context

UUnknown

2026-02-11

9 min read

A deep dive into Rafaela Borggräfe’s FA ban, historical patterns of racism in football, and how education plus sanctions can reshape sport.

Racism and Discipline in Women’s Football: The Liverpool Case in Historical Context

Hook: Students, teachers, and researchers struggle to find reliable, classroom-ready explanations of how modern football deals with racist incidents: was the punishment fair, what education follows, and how does one case fit into a century of policy and practice? The six-game ban handed to Liverpool goalkeeper Rafaela Borggräfe in January 2026 crystallises these questions. This article places that sanction in historical perspective, examines disciplinary frameworks, and outlines practical educational and remediation responses clubs and federations can—and must—use.

Key facts up front (the inverted pyramid)

The Football Association (FA) imposed a six-game ban on Rafaela Borggräfe after finding she made a racist remark referencing skin colour, a comment that teammates and staff overheard during a squad photograph. Borggräfe accepted the sanction and was ordered to enrol on an education programme. This response combines punitive suspension with compulsory remedial education—a model increasingly common across associations.

"The Liverpool goalkeeper Rafaela Borggräfe was given a six-game ban by the Football Association after being found to have made a racist comment that involved reference to skin colour." — The Guardian, Jan 2026

Why this case matters now (2026 context)

Women's football has entered a new era of visibility and professionalisation. The 2023 FIFA Women's World Cup and expanded domestic leagues accelerated investment and scrutiny; by 2026 audiences, sponsors, and young players expect robust safeguarding and equality standards. That public visibility means disciplinary decisions carry greater symbolic weight: they set norms and teach millions of fans what behaviour is unacceptable.

At the same time, sports governance has shifted: fans and policy makers demand transparency, independent investigation mechanisms, and education that addresses root causes rather than only issuing punishments. The Borggräfe case illustrates the hybrid approach many associations now prefer—sanction plus education—and raises questions about consistency, proportionality, and pedagogy.

Historical framing: Racism in football and the evolution of discipline

Early patterns and systemic exclusion

Racism in British football is not new. From informal exclusion of Black players in the early 20th century to hostile crowd behaviour and institutional neglect, patterns persisted across men’s and women’s games. For most of the century, incidents were tolerated or minimised; accountability mechanisms were weak, and public discussion was limited.

High-profile turning points

The modern disciplinary era emerged as governing bodies began to sanction players publicly for racist abuse. Notable milestones in the men’s game—investigations and bans connected to racist language or abuse—helped create procedural templates: charge, investigation, sanction, and an increasingly common requirement of educational engagement. At the same time, grassroots campaigns (Kick It Out, Show Racism the Red Card) pressed for cultural change and education.

Women’s football: parallel history, distinct dynamics

Women’s football experienced sexism and marginalisation differently; as the professional women’s game expanded in the 2010s and early 2020s, incidents of racism gained more attention. The FA and other federations developed policies specifically for women’s competitions, but enforcement and resources have often trailed the men’s game. Borggräfe’s ban is among the more prominent disciplinary moments in the female professional game, in part because the sport’s increased visibility makes every decision a precedent.

Disciplinary frameworks: law, policy, and practice

How associations typically respond

Initial report and charge: An allegation is made (complaint by teammates, staff, or match officials).
Preliminary investigation: The governing body collects witness statements, audio/video evidence, and context.
Determination: A panel or designated official assesses whether rules or codes of conduct were breached.
Sanctioning: Penalties range from warnings and fines to match bans and mandatory education.
Remediation: Increasingly, sanctions include compulsory educational programmes—anti-racism courses, restorative justice meetings, and monitored community engagement.
Appeal: Defendants generally retain the right to appeal to an independent tribunal.

This template is stable across leagues, but practices differ on severity of sanction and the content of mandatory education.

Education as a formal element of sanction

In the last decade, sports regulators have emphasised education as essential to reducing recidivism. Educational modules typically cover history of racism in sport, the lived impact on players and fans, bystander intervention, unconscious bias, and behavioural change strategies. The Borggräfe sanction—suspension plus an education programme—is typical of this combined approach.

Comparative analysis: how does Borggräfe’s ban stack up?

Proportionality and precedent

Assessing proportionality requires comparing like-for-like: context (private remark versus directed public slur), intent, prior record, and remedial engagement. Borggräfe’s remark was reportedly overheard in a private team moment rather than directed at a named individual during competition. The FA’s six-game ban reflects a middle-ground response—stronger than a mere warning, but shorter than multi-month bans seen in high-profile directed abuse cases.

Gendered dimensions of discipline

Some commentators argue that women’s football has received lighter punitive responses historically; others note that faster escalation to education reflects a desire to reform culture rather than simply punish. Both points merit study: consistent, transparent standards are essential, and gendered double-standards must be interrogated by independent reviewers.

Education and remediation programs: models and effectiveness

Program types

One-off online modules: Short, mandatory courses on equality and diversity. Accessible but often shallow.
In-person workshops: Facilitated sessions with role-play and discussion. Higher impact but costlier.
Restorative justice sessions: Facilitated encounters between offender and harmed parties, aiming for accountability and restitution; these sessions connect to broader practices around memorialising harm and public repair.
Longer competency courses: Multi-week programmes that include reflection, community projects, and measurable behavioural goals.

What research and practice say about effectiveness

Evidence suggests single-session training has limited long-term effect; sustained, reflective programmes that incorporate accountability and follow-up show better outcomes. Combining sanction with community-facing work—such as co-delivering anti-racism education in schools—can build empathy and public repair. Governing bodies increasingly favour mixed models: a suspension period, mandatory learning, and monitored community work.

Practical guidance: how clubs, teachers, and federations should respond

Below are actionable steps grounded in contemporary best practice—usable by educators designing lessons, club welfare officers, and federations drafting policy.

For clubs and coaches

Adopt a clear code of conduct that names racist language and behaviours and specifies transparent sanctions.
Mandate bystander intervention training for all staff and players—teach practical steps to challenge inappropriate talk immediately and safely.
Build an internal, confidential reporting pathway and ensure employees know how to use it.
When incidents occur, combine immediate disciplinary measures with a documented remediation plan (education + community engagement) and public transparency about outcomes where confidentiality allows.

For educators and classroom use

Use cases like Borggräfe's to teach civic literacy, media literacy, and ethics in sport. A short classroom plan:

Begin with primary sources: FA press release and reputable media reports (use a critical reading lens).
Discuss the difference between private comments and public abuse—why both matter.
Introduce restorative justice concepts and role-play a mediated apology session.
Assign a project: students design a one-week anti-racism campaign for a local club.
End with reflection: how do sanctions teach norms, and what evidence shows learning takes hold?

For federations and policy makers

Create independent investigatory mechanisms to avoid conflicts of interest.
Publish sanction guidelines linking specific behaviour to expected penalties and educational responses.
Invest in longitudinal evaluation of education programmes—track recidivism and attitude change.
Embed intersectional training that recognizes racism’s overlap with misogyny, homophobia, and class bias.

Case studies: successes and shortcomings

Successful elements to replicate

Mandatory, evidence-based courses that include follow-up and assessment.
Community engagement as part of sanctions—helps public repair and personal remediation.
Transparent summaries of outcomes that maintain confidentiality but explain the rationale for the sanction.

Common shortcomings

Reliance on single-session online training with no accountability.
Punishment without education—risking punishment as spectacle rather than transformation.
Uneven application across men’s and women’s competitions, which undermines perceived fairness.

Looking ahead: trends and predictions for 2026 and beyond

Based on developments through early 2026, including greater public scrutiny and federations’ shifting policy emphases, expect the following trends:

Mandatory education pathways: More associations will make structured, multi-session educational pathways the default for racist incidents.
Independent adjudication: Calls for independent panels will grow, reducing perceived conflicts of interest.
Data-driven evaluation: Federations will invest in measuring the effectiveness of remediation—tracking recidivism and attitudinal change among sanctioned players; sports bodies will increasingly use advanced analytics like those explored in AI scouting and sports-data.
Technological monitoring: Audio/video evidence and digital reporting platforms will accelerate investigations—but will also raise privacy and due-process questions.
Intersectional programming: Education will increasingly recognise that racism in sport is entangled with gender, class, and disability discrimination; programmes will adapt accordingly.

Resources for further research and classroom use

Start here for primary documents and high-quality secondary analysis:

FA official statements and disciplinary guidance (search FA disciplinary decisions and equality policy pages)
Kick It Out resources and curriculum packs for schools
Show Racism the Red Card educational materials
Peer-reviewed studies on anti-bias training effectiveness (look up sport sociology journals 2015–2025)

Actionable takeaways

Context matters: Assess incidents by intent, audience, and harm; policy must differentiate but not excuse.
Sanction + education: Suspensions without structured remediation are incomplete; combine penalties with monitored learning.
Measure outcomes: Require federations to publish anonymised data on sanctions and recidivism to build public trust.
Teach restorative skills: Bystander intervention and restorative practices reduce harms and reintegrate participants.
Equip educators: Provide classroom-ready lesson plans and primary sources to help students interpret contemporary cases like Borggräfe’s.

Conclusion — what the Borggräfe case teaches us

Rafaela Borggräfe’s six-game ban and mandated education embody the direction of modern sports governance: not merely punitive, but pedagogical. That approach recognises the need to both deter and transform. However, to be credible and effective it must be transparent, consistent across genders and competitions, and subject to independent review and evaluation. For students and teachers, the case is a live classroom resource: it shows how policy, history, and ethics intersect in sport and offers a platform to teach civic responsibility, critical media literacy, and restorative practice.

Call to action

If you teach or research sport history or social justice, download our ready-to-use lesson plan on the Borggräfe case, curated primary sources, and a template restorative-justice workshop for clubs. Subscribe to historian.site’s newsletter for updated resources on disciplinary policy changes through 2026, and contribute your own case notes or school projects to help build a shared repository of best practice.

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