The fight against racism, antisemitism and xenophobia – Annual report 2025

📜🔗LINK to the source

1. ANALYTICAL SUMMARY

A racism that is constructed early, in a paradoxical opinion climate. In 2025, France experiences a high level of racist acts, a significant increase in anti-Muslim acts (+88%) and a maintenance of anti-Semitic acts at an exceptional level despite a decline (1,320 acts, -16%). However, the longitudinal tolerance index remains at 64/100, its 3rd best score since 1990 (p. 255). This gap between the political-media instrumentalisation of fear and real opinion structures the entire report. The Focus establishes that prejudices are formed from early childhood, in a multifactorial and little-studied manner (p. 21-30).

Early prevention levers, within a failing public framework. The document identifies the transmission vectors (school, sport, culture, social networks) and especially the deconstruction levers: experiences of encounter and diversity, plural social models, media education and digital citizenship (p. 41-48). It provides a harsh assessment of the execution of the National Plan 2023-2026 (PRADO), deemed unexecuted due to lack of management and earmarked budget (p. 43-46), and formulates 10 priority recommendations + a detailed corpus of recommendations by ministry.

2. KEY POINTS OF THE DOCUMENT

1. Ethnic categorisation appears as early as 2-3 years, even from 9 months. Children self-categorise and distinguish faces according to group membership very early on (work of Lisa Scott, UMass Amherst). This "construction from the cradle" is largely underestimated by public policies and institutional research (p. 21-23).
2. Sport (football) and youth culture function as transmission systems. The documentary Screams in the Stadium (Bouhafsi, France 5, June 2024) shows 50 years of structural racism in stadiums; in August 2025, a 9-year-old child shouted monkey noises during a match — an illustration of early internalisation. In terms of culture, Disney+ warnings and the #NotMyAriel controversy reveal persistent racial resistances (p. 31-34).
3. 62% of teenagers are regularly exposed to online hate content. The Arcom survey from September 2025 (2,000 young people, 2,000 parents) establishes that 99% of 11-19 year-olds use a platform and 80% daily; the parliamentary inquiry commission on TikTok (report of 11 September 2025, 178 hearings, ~31,000 contributions) points to an algorithm favouring extreme content (p. 34-36).
4. The figures for 2025: anti-Muslim incidents on the rise, anti-Semitic incidents declining but still very high. +88% of anti-Muslim acts, 1,320 anti-Semitic acts (−16%, or 110/month on average), +17% of racist/xenophobic incidents. In schools, 3,630 acts recorded in 2023-2024 (anti-Semitic acts ×4, racist acts more than doubled). Note: the SSMSI did not transmit the complete annual data for 2025 before closure (p. 67-95, note p. 73).
5. The PRADO 2023-2026 has not been implemented. Despite an ambitious launch, no specific budget has been allocated by measure; memorial visits mainly target middle school students (330,000 pupils in 2024-2025 with a target of 800,000) and remain little differentiated by age (p. 43-46).

3. ACTION PATHS FOR LOCAL ACTORS

1. Mobilise resources showing the diversity of bodies, cultures, families, and origins from early childhood to counter the early reproduction of stereotypes (Recommendation I, p. 17). To be translated into a selection of counter-stereotypical children's literature in nurseries, RAM, LAEP and after-school care.
2. Rely on plural and non-stereotypical social models (the journey of Guillaume Diop, Joséphine Baker at the Panthéon) as supports for workshops on positive identification and self-esteem among young people (p. 41-43).
3. Structure spaces for free speech on digital usage. Researcher Sophie Jehel highlights the need for spaces where young people can discuss what they encounter on platforms; integrate EMI and digital citizenship into actions (Recommendation VI, p. 17-18; p. 41).
4. Equip the reporting of online hate for and by minors, relying on the brochure "Online Hate — Victim or Witness, 3 Steps to No Longer Suffer" (Arcom/CNCDH/OFAC/PNLH), designed to be accessible to children (p. 36).
5. Document unmet needs : the report recommends specific studies on French Guiana, Mayotte and overseas territories (Recommendation VII) and laments the lack of differentiated actions according to age. Adapt national tools locally, still largely designed for secondary school, to 3-10 year olds (p. 46).

5 concrete uses of the CNCDH 2025 report for professionals (health, social, medico-social, education, local authorities):

1. Build or update the territorial diagnosis on racism and discrimination

   Use national data (recorded facts, criminal responses, tolerance indices, school focus) as a comparison base for your own local data: internal reports, user surveys, associative feedback. This allows you to situate your territory within the national landscape, objectify the issues, and justify an action plan or a funding request.

2. Structure internal training actions on discrimination related to origin, religion, and nationality

   Transform the findings of the report (discrimination in employment, housing, health, public services) into training modules for teams: practical cases, key data, legal insights, best practices recommended by the CNCDH and the Defender of Rights. This is particularly useful for human resources departments, training centres, and health or social establishments that want to go beyond simple awareness.

3. Revise the reception, orientation, and complaint handling protocols in the structures

   Rely on the recommendations regarding the support of victims and reporting mechanisms to review your procedures: how to receive a complaint for racism, how to direct to the right remedies, what records to keep, how to ensure no retaliation. The analyses of the report on criminal responses and obstacles to reporting can be directly translated into checklists and internal references.

4. Adapt educational and animation projects around the “manufacture of racism in children”

   For schools, nurseries, leisure centres, but also for school health structures or child psychiatry, the focus on the construction of prejudices in children provides a solid basis for reviewing content, materials, and practices. This can lead to educational sequences, discussion times with children, training for teams, and dialogue tools with parents.

5. Argue and align local projects with national and European frameworks for combating racism

   The CNCDH report is a reference to show that your actions are part of a national dynamic to combat racism, anti-Semitism, and xenophobia, in line with the national DILCRAH plan and European recommendations. It can be cited in funding applications, local plans to combat discrimination, action-research projects, or intersectoral partnership agreements.

4. ADDITIONAL REFERENCES

🔍➕ For more information, see the articles referenced by "Health Practices" from CNCDH ➡️🔗https://www.pratiquesensante.com/blog/tag/cncdh-334

1. UNESCO, Unmasking Racism: Guidelines for Educational Tools (2024). Methodology for identifying and correcting racist biases in learning materials, within an intersectional approach. → https://www.unesco.org/fr/articles/lutter-contre-le-racisme-dans-et-par-leducation-questions-reponses
2. CLEMI / Ministry of National Education / Ministry of Culture, Vademecum Education to Media and Information (2024). Operational framework for generalising Media and Information Education, directly linked to the prevention of hate speech — complementary to Recommendation VI of the report. → https://www.clemi.fr/ressources/publications-du-clemi/vademecum/vademecum-education-aux-medias-et-linformation
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5. FREQUENTLY ASKED QUESTIONS (FAQ)

1. At what age do children perceive racial differences?
   From 2-3 years for self-categorisation, and studies show a distinction of faces from ~9 months. The construction of prejudices precedes the cognitive ability to grasp their meaning (p. 21-23).
2. What is the actual level of tolerance in France?
   The longitudinal tolerance index (LTI) reaches 64/100 in 2025, stable compared to 2024 and the 3rd best score since 1990: the population remains generally tolerant despite media noise (p. 255).
3. Which acts are increasing the most in 2025?
   Anti-Muslim acts (+88%) and racist/xenophobic incidents (+17%). Anti-Semitic acts are declining (−16%, or 1,320 acts) but remain at a historically very high level (p. 67-72).
4. Is the role of sport documented?
   Yes: football is analysed as a space for socialisation and reproduction of racial stereotypes, with the documentary Shouts in the Stadium and the case from August 2025 of a 9-year-old child (p. 31-33).
5. What does the report say about social networks and minors?
   62% of teenagers are regularly exposed to hate content; TikTok is particularly implicated by the parliamentary inquiry commission. Awareness from primary school is deemed effective by 91% of young people (p. 34-36).
6. Has the National Plan (PRADO) worked?
   No. The CNCDH concludes that there has been a failure to implement: no budget allocated per measure, management interrupted, results far below expectations (p. 43-46; foreword p. 11).
7. What is the main prevention measure proposed for children?
   Develop educational materials suitable for early childhood showing diversity, and strengthen the initial training of early childhood professionals and the National Education (Recommendations I and II, p. 17).

6. REWRITING IN EASY TO READ LANGUAGE

Racism is built from childhood

Babies see differences very early. By 9 months, they recognise faces. By 2 or 3 years old, children group themselves. They learn the prejudices around them. We are not born racist. We become it.

Where children learn prejudices

Children learn prejudices in several places:

• At home and at school.
• In sports, for example in football.
• In films and cartoons.
• On social media like TikTok.

On the internet, many young people see messages of hate. More than one in two young people see them often.

What helps to fight against racism

We can act early. Here is what works:

• Show books with different families.
• Bring together different people.
• Show varied role models, such as artists.
• Teach young people to protect themselves online.

What is not working enough

The State has made a plan against racism. But the plan did not work well. It lacked funding. It lacked proper follow-up.

7. CROSS-ANALYSIS — VALUES OF HEALTH PRACTICES

• Literacy : the report recommends resources suitable for early childhood and emphasises digital citizenship/media education, but acknowledges that the tools remain poorly differentiated by age.
• Empowerment : the stance of "young actors in their own prevention" is central (reporting online hate, spaces for free speech according to S. Jehel).
• Participation : the TikTok commission collected ~31,000 citizen contributions; Recommendation VIII promotes citizen conferences and participatory action research.
• Community health : the collective dimension is integrated through socialisation (school, sport, neighbourhoods) and the mental health of minors exposed to online hate.
• Ethics : the biases of cultural resources (children's literature, Disney productions) and the under-reporting of incidents are identified and explicitly discussed.
• Human rights : the whole is anchored in the CRC (art. 17) and fundamental rights; equity and inclusion are the guiding threads.
• Intersectorality : partnerships between schools / associations / platforms / public authorities are recommended (Recommendation VI).
• Partnership : formalised models around the DILCRAH, the Arcom and an independent body proposed against online hate (Recommendation V).
• Fight against discrimination : the heart of the report, with specific attention to anti-Roma sentiment (Roma perceived as a "separate group" by 63%, +5 pts), anti-Black racism and antisemitism; non-judgment and diversity addressed through positive identification models.

8. EVALUATION OF THE RELIABILITY OF THE RESOURCE

Scientific relevance: high. Institutional reference source (independent administrative authority, annual legal report since 1990). Cross-referenced data: ministries (Interior/SSMSI/DNRT, Justice, National Education), Ipsos survey (Barometer, n=1,013, 25 Nov.-12 Dec. 2025), contributions from researchers (Mayer, Tiberj, Vitale, Ando — Sciences Po). Abundant and sourced bibliography. Limit noted by the report itself : the SSMSI did not transmit the complete annual data for 2025 before the finalisation (figures stopped at mid-2025 for the Interior), and the under-reporting of incidents is explicitly recognised as structural (p. 73, p. 87 et seq.). To be monitored therefore: some annual developments will need to be recalibrated with the Essentials published later.

Operational relevance: strong for the educational and social sector. The Focus and the priority recommendations are directly transposable (early childhood, EMI, sport, culture). Caveat: few "ready-to-use" tools in the report itself (it directs towards existing systems); operationalisation assumes mobilising complementary resources (Canopé, CLEMI, DILCRAH).