educationsportsrace

Teaching Anti-Racism in Sport: Lesson Materials Based on a Real FA Case

UUnknown

2026-02-12

10 min read

A standards-aligned classroom module using the Liverpool goalkeeper FA case to teach intent vs impact, discipline, and restorative justice in sport.

Hook: Solve your toughest teaching problem — clear, classroom-ready materials for a charged, contemporary case

Teachers and curriculum designers tell us the same thing: students engage most when lessons connect classroom skills to real-world dilemmas, but reliable primary documents, scaffolded activities, and sensitive facilitation guides are hard to find. This module uses the 2026 Football Association (FA) case involving Liverpool goalkeeper Rafaela Borggräfe — her six‑match ban and mandatory education order after a racist remark was overheard by colleagues — as a structured, standards-aligned unit for secondary students studying anti‑racism, ethics in sport, and restorative justice practices to wrongdoing.

Why this case matters in 2026: context and trends

The Borggräfe case crystallises several trends teachers must address in 2026: the shift from purely punitive discipline to education‑led sanctions in sport, an expanded focus on intent versus impact in language policing, and the rise of restorative justice practices as supplements to bans. Sporting bodies — including national associations and clubs — are increasingly pairing suspensions with suspensions with mandated education programmes, a pattern visible in late 2025 and early 2026 reporting. For classrooms this means an opportunity to teach legal reasoning, ethical analysis, and social‑emotional learning (SEL) using a current, well‑documented event.

Learning outcomes (what students will be able to do)

Analyze how language functions in social contexts: distinguish between intent and impact.
Explain the FA's disciplinary process and the role of education in sports sanctioning.
Evaluate restorative justice approaches and design a restorative learning plan for a hypothetical athlete.
Construct evidence‑based arguments, citing primary and secondary sources.
Reflect on personal and community responsibilities to challenge racism in sport and everyday life.

Standards alignment (flexible for UK and US classrooms)

This module maps to common strands used internationally. Adapt timing and assessment to local standards.

England: Citizenship (key themes: identity, diversity, and risk), PSHE (relationships and respect), and National Curriculum (PE ethical considerations).
United States: C3 Framework — D2.Civ.10.9‑12 (civic participation and public policy), SEL competencies (self‑awareness, social awareness, responsible decision‑making).
International Baccalaureate: Approaches to Learning (communication, social skills) and TOK prompts about knowledge and language.

Module overview: 3 lessons (90–120 minutes each) + assessment

Designed for 9–12 grade / Years 10–13. Each lesson contains teacher notes, student handouts, and an assessment task.

Lesson 1 — Facts, language, and the FA process (90 minutes)

Focus: Build factual understanding and legal/organizational context.

Starter (10 min): Quickwrite prompt — "When language harms: describe a moment you saw or experienced language cause hurt or exclusion." Share in pairs.
Context setting (15 min): Present a neutral timeline of the Borggräfe incident: the remark during a squad photo, colleagues overhearing, FA investigation, six‑match ban, mandatory education programme. Provide short excerpts from a reputable news report (teacher‑provided printout) and the FA disciplinary summary (if available).
Mini-lecture (15 min): Explain FA disciplinary mechanisms: investigation, hearing, sanctioning options (warning, fine, suspension, education requirements). Emphasise that sport bodies increasingly include education as part of sanctions.
Source analysis (25 min): In small groups, students read two short sources: a news article summary and a hypothetical excerpt of the FA's findings. Use a T‑chart: Evidence for "intent matters" vs "impact matters." Groups list quotes, identify speaker, and rate reliability.
Plenary (25 min): Whole‑class discussion: Which matters more in this case — intent or impact? Use Socratic questioning to surface distinctions and examples. Assign a reflective exit ticket: 200‑word argument choosing a side with evidence. (Collect exit tickets and use a micro-feedback workflow for quick formative feedback.)

Lesson 2 — Ethics, language, and the difference between intent and impact (90 minutes)

Focus: Deepen ethical reasoning and public discourse skills.

Hook (10 min): Watch (or read) two short anonymised quotations illustrating ambiguous intent and clear impact. Ask students to annotate reactions.
Concept work (20 min): Define and discuss intent and impact. Provide examples from sport, classroom, and media. Use a short reading on social psychology of language (teacher handout).
Role play (35 min): Students take roles: player, teammate who overheard, club PR officer, FA investigator, community advocate. Scenario: a controversial remark is reported. Each role prepares statements and attends a simulated hearing. (Refer to ethical reenactment and role-casting guidance from AI casting & living history resources when planning sensitive role work.) Debrief with focus on evidence, empathy, and consequences.
Written task (25 min): Issue a scaffolded writing prompt: Draft a public statement responding to the incident from one assigned role. Provide checklist: acknowledge harm, explain intent (if known), propose remedies (education, apology, community service), and describe steps to prevent recurrence.

Lesson 3 — Restorative justice in sport: designing education and repair (90–120 minutes)

Focus: Practical restorative responses and program design.

Intro (10 min): Read a brief primer on restorative justice principles as applied in sport: accountability, dialogue, repair, reintegration. (See exemplar approaches in the living history & ethical reenactment literature.)
Case study review (20 min): Examine the actual sanctions in the Borggräfe case: six‑match ban + mandated education. Discuss what education could plausibly include (anti‑racism workshops, mentoring, community engagement).
Design workshop (40–50 min): Groups design a restorative education programme for an athlete sanctioned for a racist remark. Elements to include: goals, curriculum topics, expected outcomes, evaluation metrics, community involvement, timeline. Provide a template with prompts (learning objectives, facilitators, partners such as local NGOs, assessment criteria).
Presentations and critique (20–30 min): Each group gives a 5‑7 minute pitch. Peer critique focuses on feasibility, measurable outcomes, and survivor/affected‑community input.

Assessment options and rubrics

Three formative assessments and a summative task are included.

Formative: Exit tickets (Lesson 1), role‑play reflection journal (Lesson 2), group design draft (Lesson 3).
Summative (project): A 1,200–1,500 word policy brief or multimedia presentation proposing a disciplinary framework for a sports club that balances deterrence and restorative education. Must cite at least three sources and include an evaluation plan. (Use rubric below.)

Sample rubric highlights

Argument quality (30%): Clear thesis about intent vs impact and recommended sanctions; uses evidence from case and secondary literature.
Restorative design (25%): Feasible programme, specific learning outcomes, community input and evaluation metrics.
Ethical reasoning (20%): Acknowledges harms, balances rights of accused and affected communities, uses inclusive language.
Research & citation (15%): Cites primary/secondary sources accurately. For multimedia submissions, consider the vertical video rubric when grading short-form submissions.
Presentation/communication (10%): Clarity, organisation, and accessibility for intended audience (club board, public statement, etc.).

Primary sources and materials (teacher pack)

Curate a short, reliable set of documents for class. Teachers should redact sensitive names or details if needed for safeguarding.

News summary: a neutral reporting of the incident and FA decision (e.g., national press coverage from January 2026).
FA disciplinary summary or statement (if publicly available) or a synthetic excerpt for classroom use. (See related discussion of online trust and verification in social-media incident responses.)
Club statement and (if available) player's statement or apology. If not public, provide an anonymised hypothetical.
Restorative justice primer (one‑page handout) and an exemplar workshop outline from a recognised restorative practice organisation.
Classroom worksheet: Intent vs Impact T‑chart, role cards, restorative programme template, and rubric.

Facilitation tips and safeguarding notes

These conversations can be emotionally charged. Use these facilitation strategies:

Begin with agreed norms: confidentiality, respectful listening, no put‑downs.
Trigger warnings: let students know content involves racism and disciplinary consequences.
Balance voices: ensure minority students or those with lived experience aren’t made to speak for an entire group.
Use structured speaking protocols (e.g., talking token, timed turns) in large groups.
Offer opt‑out alternatives: students can complete reflective writing instead of participating in role‑plays.
Prepare pastoral follow‑up and safeguarding contacts; build small support workflows inspired by the Tiny Teams support playbook.

Classroom-ready handouts (sample text)

Intent vs Impact — Quick guide

Intent: What the speaker meant to convey. Evidence may include the speaker's statements, history or pattern of behaviour, context.

Impact: How the statement affected others. Evidence includes reported harm, measured outcomes (complaints, wellbeing impacts), and community reaction.

Restorative Programme Template (short)

Goal: e.g., "Understand racism's impact and demonstrate accountable behaviour in club settings."
Duration: 6–8 weeks; weekly facilitated sessions + community engagement project.
Core modules: history & power of race in sport; microaggressions; listening workshops with affected community members; action planning.
Assessment: reflective journal, restorative circle participation, community project evaluation.
Partners: local anti‑racism NGOs, player mentorship schemes, mental health professionals.

Classroom adaptations and extensions

Differentiate by age and ability:

Younger students (KS3 / grades 7–9): Shorter sessions, use simplified scenarios, focus on empathy and language choices.
Advanced classes: Compare FA approach with disciplinary systems in other sports or countries; examine legal definitions of hate speech and labour contract implications.
Cross-curricular: Link with media literacy (how press frames the incident), history (racism in sport), and PE (team culture and codes of conduct).

Assessment: Sample summative prompt

Write a 1,200–1,500 word policy brief for a professional football club explaining a recommended disciplinary framework for incidents of racist language. Your brief must:

Summarise the Borggräfe case and lessons learned.
Explain the ethical difference between intent and impact in disciplinary decision‑making.
Propose a sanctions matrix (e.g., minor, moderate, severe) that includes restorative elements.
Describe an evaluation plan with measurable outcomes.
Include a 150‑word executive summary and cite at least three sources.

Why restorative education matters — evidence & 2026 perspective

Recent discussions in late 2025 and early 2026 emphasise that bans without education risk repeat offending and alienation. Restorative programmes show promising outcomes in reducing recidivism in school and community justice contexts — and sport is beginning to adopt these lessons. In the Borggräfe case, the FA combined a suspension with enrolment in an education programme, reflecting a broader disciplinary evolution: sanctions aim to deter while also repairing harm and reintegrating the offender into the sporting community.

"Punishment without learning too often silences reflection. Education creates the possibility of accountability and change." — classroom prompt for reflection

Common classroom challenges and how to handle them

Polarised debate: If students split into entrenched camps, use structured deliberation: alternate speakers, require evidence, assign devil's advocate roles with constraints.
Lack of primary sources: Use anonymised or synthetic documents based on public reports and label them clearly. Teach students how to evaluate media reliability.
Sensitivity: Prepare pastoral follow‑up; provide school counsellor contact details and an anonymous reflection box for students who need support.

Practical takeaways for teachers (quick checklist)

Prepare three short primary sources: news summary, FA statement excerpt, and a synthetic player statement for role plays.
Establish ground rules and opt‑out options before starting sensitive activities.
Use the restorative programme template as a scaffold; insist student proposals include measurable outcomes.
Map assessment tasks to curriculum outcomes explicitly on the board and in the assignment brief.
Debrief after activities and gather student feedback on emotional impact.

Additional resources & further reading (recommended)

Teachers should compile up‑to‑date press reports, the FA’s published disciplinary code (if available), and current restorative justice guides from recognised organisations. In 2026, many clubs are publishing educational toolkits and partnerships with NGOs; check your national association's education portal for ready materials.

Final reflections: what students gain

By working through this module, students practice civil discourse, legal reasoning, ethical evaluation, and programme design. They learn that addressing racism in sport requires more than condemnation: it requires systems that recognise harm, hold people accountable, and create conditions for learning and repair. The Borggräfe case is not an endpoint — it is a teaching moment that models the complexities of modern discipline in high‑profile institutions.

Call to action

Ready to teach this module? Download the full lesson pack with handouts, rubrics, slide decks, and printable role cards at historian.site/teaching-resources. If you use the module in class, share your adaptations and student work (anonymised) so we can build a living repository of best practices for teaching anti‑racism in sport.

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