It became increasingly evident as interviews with students progressed that the relationship with the practice teacher was the most important factor in determining a student's general experiences on placement, and also their ability to address issues of ‘race’ and anti-racist social work practice. As noted earlier, Paper 26.3 of the Rules and Regulations for the Diploma in Social Work charged practice teachers with a significant responsibility in facilitating anti-oppressive social work practice, of theorising anti-racist practice, and of keeping up with theoretical debates and developments in this area.

Practice teachers have a great deal of influence in structuring the placement experiences of students and their learning opportunities, and ultimately they are responsible for assessing whether students pass or fail their placements. As such, they have a great deal of power in determining to what extent issues of anti-racist practice reach the placement agenda. The practice teachers interviewed as part of this research project had little knowledge or awareness about ‘race’ and the implementation of anti-racist practice, and many of them exhibited varying degrees of anxiousness and defensiveness when the issues were raised. Many students differentiated between what they called ‘traditional’ (or conservative) and ‘radical’ practice teachers (see the discussion in Chapter Two). They felt that the more ‘radical’ social workers and practice teachers were ‘open’ to anti-racist social work practice and more concerned about other forms of discrimination in social work departments. Conversely, conservative practice teachers tended to be more hostile and defensive, not just about ‘race’, but about a diverse set of oppressions and systemic disadvantages.

The ability of students to share fears, anxieties, difficulties and areas of vulnerability was of vital importance in determining their ability to discuss anti-racist social work theories and practice while on placement. Dealing with racism was dependent on their practice teacher's knowledge, awareness and commitment to issues of ‘race’ and anti-racist practice, but even those practice teachers who lacked such knowledge could still be supportive by demonstrating a willingness to be receptive to, and take seriously, confrontations with racism. When practice teachers demonstrate such attributes, students can feel comfortable about the issues despite negative agency cultures and the sometimes hostile attitudes of other staff.