The Caribbean includes people with many languages, histories, beliefs and ways of life. Respect means treating people with dignity while learning about both similarities and differences. A map can help us locate a place, but it cannot tell us a person’s whole identity. A neighbour may have moved from another country or may have lived nearby all their life.

A stereotype assumes everyone in a group is the same. Statements such as ‘all people from that island like the same food’ ignore individual lives. You can describe a checked cultural example without applying it to everyone. Ask a willing person about their own preference rather than making them represent a country. No pupil needs to explain their migration history, religion or home language for the class.

Learn to pronounce a person’s name as they wish. If you are unsure, ask politely and listen. Do not copy accents to mock someone. Offer a place in the activity, explain a routine and check whether they would like help. Accept a refusal. Respect does not require agreeing with every idea, but disagreement should address the idea without attacking the person’s identity. Ask a teacher for support when language differences make a task hard to understand.

Plan a welcome card with clear words and no private details. A classroom map can show countries without attaching classmates’ personal information to them. When you hear a stereotype, you can say ‘People have different preferences; let us not assume.’ If someone is being targeted, seek adult help and offer safe support rather than starting an argument. Building a welcoming class is a continuing habit, not a one-day performance.

Create a fictional welcome plan with three actions: explain a routine, offer a choice and ask how to pronounce a name. Include no real pupil’s private details.

You may explain your plan, arrange picture cards or use an adapted version agreed with the teacher. Describe one choice and how it helps the task.