Earlier this week, a story from Bilton School made national headlines not because of what a pupil did wrong, but because of how one school’s decision sparked a bigger question: Is being British still seen as a culture in itself?
Twelve-year-old Courtney Wright turned up to school proudly wearing a sequinned Union Jack dress for Culture Day. Alongside it, she had prepared a short speech celebrating Shakespeare, fish and chips, the Royal Family, and British values like politeness and fairness. But instead of applause, she was removed from class, placed in isolation, and sent home.
Her “crime”? Expressing British pride in a British school.
What Happened?
Culture Day at Bilton School was designed to celebrate the rich diversity of students’ backgrounds. But when Courtney wore a dress representing British identity, she was reportedly told her outfit was “unacceptable” and offered a second-hand school uniform instead. The school later issued an apology after public outcry and acknowledged that the decision had caused harm.
Courtney’s speech (although she did not get to read it) was thoughtful and inclusive, and touched on the things she values most about British culture: literature, humour, fairness, and yes, fish and chips. Her intent was to honour her own heritage as part of a day dedicated to celebrating identity. Instead, she was made to feel excluded.
Right or Wrong?
On the face of it, removing a child from class for wearing a Union Jack dress seems heavy-handed. While it’s true that symbols like the Union Flag have occasionally been politicised or misused, it’s equally true that cultural pride in any form should not be censored unless it promotes harm.
Courtney was not being provocative. Her dress was not a political protest. Her speech explicitly welcomed all cultures and asked a powerful question: Why does Britishness sometimes get left out of inclusion?
It wasn’t Courtney who made the flag political; it was the adult decision to interpret it that way. And in doing so, an opportunity for inclusion was missed.
Intent vs. Impact
There’s a big difference between wearing a national flag to impose an identity on others and wearing it to express your own. Courtney’s speech shows clearly that her intent was not to dominate, but to be heard:
“Sometimes at school, we only hear about other cultures which is great. But it can feel like being British doesn’t count as a culture.”
This is a powerful observation from a 12-year-old and one we should take seriously. In a well-intentioned effort to celebrate ethnically diverse heritages (which is vital), schools can sometimes inadvertently overlook the importance of helping all students express their identity.
Inclusion isn’t about silencing the majority. It’s about ensuring no one majority or marginalised is made to feel invisible.
Unpicking Cultural Symbols: Fish and Chips, Shakespeare, and the Royal Family
Courtney’s speech namechecked three iconic British cultural references. Each deserves deeper reflection:
- Fish and Chips
Far from being just a “British dish,” fish and chips has Jewish roots. Fried fish was introduced to Britain by Sephardic Jewish immigrants from Spain and Portugal in the 16th century. - The first modern fish and chip shop is widely credited to Joseph Malin, a Jewish entrepreneur in London’s East End in the 1860s.
- So, when Courtney mentioned fish and chips, she was perhaps unknowingly honouring multicultural Britain at its best.
- The Royal Family
Often seen as quintessentially British, the Royal Family is of German descent. The House of Windsor was originally the House of Saxe-Coburg and Gotha, changed during WWI due to anti-German sentiment. This evolution of monarchy — from German roots to British identity mirrors the very essence of British culture: ever-evolving, hybrid, and shaped by global influence. - Shakespeare
A national treasure, yes, but also an artist whose work is studied worldwide, translated into over 100 languages, and performed across every continent. His legacy is British, but his influence is global. And that’s the point: British culture doesn’t exist in isolation.
Inclusion Means All Cultures — Including Britishness
Inclusion must mean making space for every student’s identity, including white working-class pupils, rural families, and British-born children who may feel their culture is “default” or invisible.
Courtney’s father, Stuart Field, said:
“She shouldn’t be punished for celebrating being British. This is just what being British means to her.”
Britishness is complex, tied up with colonial history, migration, resilience, and reinvention.
But that doesn’t make it less worthy of celebration. In fact, when a British child talks proudly about politeness, diversity, and freedom that’s not nationalism.
That’s what inclusive patriotism looks like.
Where Do We Go From Here?
This story reminds us that:
- Inclusion must be expansive, not exclusive.
- Children need safe spaces to explore and express all aspects of their heritage.
- Educators must distinguish between harmful symbols and personal identity.
- Cultural symbols have layered histories, often far more diverse than they seem.
Instead of policing a dress, we could have celebrated a moment of youthful pride and used it to teach about history, symbolism, and identity in a way that uplifts everyone.
Courtney’s message was clear:
“Culture should be for everyone, not just people from other countries.”
Let’s make sure our actions reflect that truth.
Final Thought
Inclusion is not about erasing culture to protect feelings it’s about holding multiple truths at once. Being British is a culture. And it has always been shaped by others: Jewish communities, Caribbean immigrants, Irish labourers, South Asian doctors, European royalty, and more. When a 12-year-old stands up to say, “This is who I am,” we owe it to her to listen. Let’s make inclusion mean everyone.