Milk Honey Bees: See Us Hear Us, is an expanded research report from Milk Honey Bees, a creative and expressive safe space for Black girls to flourish. The report explores the experiences, perceptions and wellbeing of Black girls in London Secondary Schools. Through peer researchers, a survey and focus groups involving 121 girls from across London the report explores the question “To what extent do educators’ perceptions of Black girls impact their sense of identity and wellbeing of Black school girls in London’s Secondary Schools?”
The report identifies 4 key findings: The negative perceptions of Black girls, many of which are rooted in historical constructions of Black femininity and shape Black girls’ daily experiences in the school environment. The excessive and disproportionate punishments they face compared to their white counterparts; particularly with regards to uniform, hair and assumed negative intent. Complex mental and emotional well-being needs are frequently overlooked and misinterpreted due to damaging perceptions of Black girls.
Black girls told Milk Honey Bees how they find joy, safety, and support, namely through engaging in creativity, protection in isolation, and the positive aspects of certain relationships with school staff. Black girls’ experiences are marked by a harmful duality of being invisible when they need care and support, yet hypervisible in negative contexts, where stereotypes and punitive responses are amplified.
Perceptions: Milk Honey Bees found that the Black girls in the study were adultified and stereotyped at school .Their emotions are misinterpreted as defiance rather than hurt, with adultification evident in teachers labelling them as immature or childish when displaying emotion or normal teen behaviours. Black girls’ behaviours and emotional expression are viewed through a lens of defiance and aggression. Punishment 60% of the girls felt they were unjustly punished, with responses to their behaviour deemed extreme compared to their peers. 60% also said their punishments were escalated to senior leadership, whereas only 14% received specialist support during or after, revealing a disproportionate emphasis on escalation of punishment rather than support.
Emotional Wellbeing: 83% of participants reported experiencing a significant emotional event in the past three years, yet only 34% disclosed this to school staff and just 25% received support. Only 8% would approach a staff member if they were struggling, fearing misunderstanding or negative consequences as they feel their emotions are punished rather than recognised as needing support. Invisibility Black girls feel ignored or seen only through stereotypes rather than as their true selves. It also manifests in their desire to shield themselves or be shielded from those who view them negatively or fail to understand their perspectives, behaviours, or ways of communicating.
Hypervisibility: Black girls are hypervisible when it comes to discipline and punishment but invisible in systems of care; their needs are overlooked while their behaviour is overwhelmingly interpreted as negative and deserving of punishment. Black girls in UK schools need safe, affirming spaces that support their wellbeing, counter punitive practices, foster joy, creativity and attainment that offers essential support for their growth and resilience.
Through this report, Milk Honey Bees hopes to emphasis the importance of tackling negative perceptions, rethinking approaches to discipline and proactively providing tailored mental health support for Black girls that centres their healing, empowerment and joy. In particular, Milk Honey Bees encourages educators, parents and practitioners to proactively cultivate affirming, healing-centered spaces for Black girls, where they can freely express themselves and process their experiences! Read the full paper here: https://milkhoneybees.co.uk/
