For Schools
At NSABA, one of our key contributions to the work of Equalities understanding in schools is in coining the term, Minority in Majority Settings or what is becoming to be known as MIMS Theory. This concept grew out of our work supporting Sikh pupils experiencing bullying in schools that claimed to prioritise equality and inclusion but often overlooked key elements of what this meant in their own setting.
We found that even in schools committed to national equality policies, pupils who are numerically rare in their immediate environment were at greater likelihood of facing discrimination, yet this was rarely reflected in Equalities Duties reporting or objectives.
MIMS Theory challenges the overly broad national picture of equality, which can obscure real experiences at the local level and, in practice, sometimes reinforce inequalities. National approaches often assume all pupils from a “minority” background face the same risks, ignoring pupils who are locally isolated—even if their group is nationally advantaged—or who are culturally or religiously distinct.
What is MIMS Theory?
MIMS Theory shows that disadvantage is context-dependent, not just about national demographics. A pupil can be at risk of bullying or exclusion simply for being a visible minority in their immediate environment, such as a classroom, playground, or team, even if their group is privileged nationally.
This means that a White child in a school made up predominantly of children from another ethnic group can also face racism. Racism does not come from only one group, it can come from anyone. Sikhi recognises this reality, and MIMS Theory reflects it.
It also means schools can no longer turn a blind eye to situations where one national ethnic minority behaves in a prejudiced or discriminatory way towards another. Recognising all sources of harm, regardless of who is doing it, is essential for genuinely inclusive and safe learning environments.
Why Schools Should Adopt MIMS Theory
At NSABA, we are asking schools to adopt MIMS Theory. It is common sense: it ensures that every child is included, safe, and supported, no matter the latest policy trends, theoretical frameworks, or “bandwagon” approaches of the day. It essentially places no group above another and by focusing on local context, numerical rarity, and perceptual difference, schools can move beyond abstract national equality goals and take practical, effective action to protect all pupils.
Impact of Bullying
Research in the UK shows that bullying can have serious and lasting effects on children and young people. Over 75% of those who experience ongoing bullying show signs of trauma, such as anxiety, sleep problems, and difficulty attending school. Around one in three report having thoughts of self-harm. Given this evidence, we are careful not to reinforce this harm and refrain from using the word ‘victim’ when talking about those requiring support. The reasons for this approach are outlined below...
Language Shapes Perception
The term 'victim' can shape how others view someone: with pity, as fragile or broken.
By rejecting labels, individuals can reclaim agency.
Sikh Philosophy: Sovereignty and Inner Strength
Sikhi emphasises Chardi Kala – the concept of ever-rising high spirits and resilience, even in adversity. Using the term 'victim' can feel at odds with this positive and empowered outlook.
Sikhs believe they are not defined by what has been done to them but their response to challenge.
Empowerment over Defeat
The term 'victim' can carry connotations of powerlessness or passivity.
Sikhs are taught to resist oppression and injustice, not to be seen as helpless sufferers. Reframing experiences in terms of survivorship, resilience, or resistance is often preferred.
Promoting Healing, Not Fixation
Constantly using the 'victim' term can become a label and reinforce trauma rather than promote healing and growth.