A/HRC/62/55/Add.1 Department of Education for the steps it has taken to prevent and address manifestations of racism in schools, including the integration of the principles of equality, diversity and inclusive education into curricula at different stages of education, the dissemination to schools of circulars on equality and non-discrimination and the development of specific programmes to strengthen social competencies and respectful interaction among students. She is nevertheless concerned by reports that racism in schools continues and that, in some cases, inadequate responses by school authorities have contributed to a culture of impunity and a lack of effective protection and remedies for affected students. She welcomes the fact that the country’s equality bodies have competences to step in when there are cases of racial discrimination within schools and that they have provided concrete support to affected students and parents. She was, however, concerned by reports that they cannot fulfil their full potential in this regard due to limitations on resources. 53. The Special Rapporteur also received information indicating that structural features of the education system, including early academic tracking, may disproportionately channel children from marginalized racial and ethnic groups, including migrants, into lower educational tracks, thereby limiting their future educational and professional opportunities. In addition, patterns of de facto segregation have been reported in some schools, where a high concentration of children from minority backgrounds can result in unequal access to resources and educational opportunities. Experiences of racism and exclusion in educational settings can have profound and lasting impacts on children, including on their mental health, sense of belonging, academic performance and future life opportunities. The Special Rapporteur therefore encourages Austria to continue and expand its work to fully and effectively implement the equality and non-discrimination principles enshrined in national and international legal frameworks. 54. As schools are both a reflection of broader societal attitudes and an important forum for preventing and addressing racism, the Special Rapporteur welcomes the fact that training is offered to teachers, including by civil society groups, on topics such as anti-racism, antiMuslim racism, online hate speech and prejudice-conscious pedagogy. It is, however, concerning that such training courses are reportedly not mandatory and are therefore likely to be taken by those who are already conscious of issues relating to racism in schools. The Special Rapporteur emphasizes that teacher training on anti-racism, diversity and inclusive pedagogy should be systematic, mandatory and embedded in both initial teacher education and continuous professional development. 55. In addition, the Special Rapporteur received reports of curricula being highly Eurocentric, with limited reference to the legacies of the transatlantic slave trade and enslavement and the impact this has had on Africans and people of African descent around the world. There are also reportedly limited references to the histories and experiences of Roma and Sinti communities. The Special Rapporteur noted that the limited inclusion of the histories and contributions of marginalized racial and ethnic groups may contribute to their marginalization and reinforce dominant narratives that overlook the historical roots and contemporary manifestations of racism. She recalls that education systems play a critical role in addressing prejudice, and that gaps in curricula risk perpetuating stereotypes and hindering efforts to foster critical thinking about racism, colonialism and their lasting impacts. In this regard, the Special Rapporteur welcomes the steps taken by the federal Department of Education and other government bodies to develop inclusive curricula and educational institutions that support diversity and multiculturalism. These include the integration of the principles of equality, diversity and inclusive education into curricula at all education levels, the introduction of “Media and Democracy” as a subject in upper secondary academic schools, and the promotion of discrimination-critical and reflective pedagogical practices. Nevertheless, reported gaps in inclusive curricula have shrunk the space for openness to critically analyse the history of racism and discrimination. The Special Rapporteur highlights the fact that children may experience intersecting forms of discrimination based on race, religion, gender and socioeconomic status, which require targeted and holistic responses. The lack of disaggregated data on educational outcomes further limits the ability to fully assess disparities and to design targeted policy responses. She encourages Austria to continue and expand its efforts to develop anti-racism curricula. 14