Black and mixed heritage children are significantly overrepresented in the UK care system, and yet they have historically been among the most poorly served by it. Supporting their identity with genuine expertise and commitment is not optional. It is a fundamental duty of care.
Why this deserves specific attention
Black and mixed heritage children face particular challenges in the care system that reflect both the wider racial inequalities in UK society and the specific dynamics of being a child of colour in a system where most decision-makers, carers, and institutions are predominantly white.
Research consistently shows that Black children in care are more likely to experience multiple placements, more likely to be placed in residential rather than family-based care, and less likely to achieve permanence through adoption. They are also more likely to experience placement breakdown and less likely to feel that their identity is supported.
At the same time, research shows that Black children placed with carers who share their cultural background, or with carers who have been specifically trained and equipped to support their identity, have significantly better outcomes. Culture-matching matters. And where it is not possible, cultural competence matters just as much.
Talking about race
Many white carers are understandably anxious about talking about race with Black or mixed heritage children in their care. They worry about saying the wrong thing, about drawing attention to difference, or about causing offence. This anxiety, however well-intentioned, often results in silence. And silence is not neutral. It communicates that race is something shameful or uncomfortable, which is precisely the opposite of what these children need to hear.
Black children, like all children, think about race. They notice when they look different from the people around them. They hear comments at school. They see how their heritage is (or is not) represented in the media and in culture. They need the adults in their lives to be able to talk about these things openly, honestly, and without embarrassment.
You do not need to have all the answers. You need to be willing to have the conversation. "I know I don't always get this right, and I want to learn" is a good place to start.
Hair, skin, and body care
Hair and skin care for Black children is not a trivial matter. It is a significant part of daily life, cultural identity, and self-esteem. It is also an area where many white carers feel out of their depth, and where children have historically been poorly served.
Natural Black hair requires specific products and techniques. Using the wrong products can cause damage, breakage, and pain. Beyond the practical, hair is deeply culturally significant. For many Black children and young people, natural hair styles, braids, locs, and twists are a source of pride and cultural expression. They should be supported, not discouraged.
If you are caring for a Black child and do not know how to care for their hair, here is what to do:
- Ask the child what they know and what they prefer
- Consult with Epiphany's cultural advisors
- Take the child to a Black-owned salon and use this as a connection-building activity
- Watch tutorials with the child and learn together
- Seek guidance from the child's birth family if contact is maintained
Similarly, ensure that appropriate skin care products for Black skin are available in your home. This is not an afterthought. It is daily care.
Representation at home
The environment you create matters. A home where a Black child sees themselves reflected, in books, in art, in the music played, in the films watched, communicates that their identity is valued and celebrated. A home where they never see themselves sends the opposite message.
- Fill your bookshelves with books by and about Black people, including books for children and young people by Black British authors
- Ensure the films and TV you watch include Black characters as complex, central, positive figures, not only in stereotyped or suffering roles
- Learn about the history and culture relevant to the child's heritage, not just as a school project, but as part of family life
- If you celebrate festivals and cultural events, include those that are meaningful to the child's background
Community and cultural connection
Representation at home matters, but connection to a living, breathing community matters even more. Actively seek out opportunities for the child to spend time with Black adults and young people who can be role models, mentors, and sources of cultural affirmation.
This might mean attending a Black church, mosque, or other place of worship. Joining a Black-led youth group or sports team. Attending cultural events and festivals. Spending time with friends and family members who share the child's heritage. These connections are not supplementary. They are essential.
Mixed heritage identity
Children of mixed heritage face particular identity challenges. They may be seen as "too Black" in some contexts and "not Black enough" in others. They may feel pressure to choose one aspect of their identity over another. They may be asked questions like "what are you?" that feel dehumanising even when they are well-intentioned.
The most helpful thing you can do for a mixed heritage child is affirm the richness and complexity of their identity rather than trying to simplify it. "You are Black and you are [their other heritage] and you are you, and all of that is something to be proud of" is a powerful message for a child who may be receiving very different messages from the world around them.
Do not take sides. Do not tell a mixed heritage child that they are "basically white" or "basically Black." Hold the complexity with them.
When a child experiences racism
Black and mixed heritage children in your care will, at some point, experience racism. A comment at school. Being followed in a shop. Being treated differently by an authority figure. This is not a possibility. It is a near-certainty. Being prepared matters.
When it happens:
- Believe the child. Do not minimise or explain away what they have experienced.
- Name it clearly. "That was racist. What happened to you was wrong."
- Validate their feelings. Anger, hurt, confusion, and sadness are all appropriate responses to racism.
- Take action where appropriate: report to school, challenge the institution, document the incident.
- Follow up. Check in with the child in the days that follow. Do not treat it as a one-off conversation.
"She came home from school one day and asked me if she was ugly because of her skin. I made sure she understood that she was beautiful, and that the cruelty she experienced said everything about the other child and nothing about her. We talked for two hours. That was the beginning of us really connecting." Epiphany Foster Carer, London