This thesis asks questions about how cultural diversity is perceived in majority white schools both by teachers and pupils and in the official discourse of guidance and recommendations. The positioning of official discourse in relation to how cultural diversity and racist incidents are understood in schools is critiqued in the literature review as are suggested interventions based on this understanding. The empirical research is set in two majority white schools in southeast England. It explores the racialised intervention approaches that take place in these schools and the way that they are made sense of by teachers and pupils. Selected samples of official written discourse are critiqued on the basis of their recommended approaches to diversity.