This research examines the impact of accent bias in Flemish education, an important yet understudied factor in teachers’ expectations. While ethnic bias in education has been widely studied, the role of accent remains underexplored, especially in a Flemish context. Focusing on the impact of both regional and ethnic minority accents, this project will

(1) examine the extent to which students experience accent bias and accent anxiety,
(2) uncover the extent to which accent bias influences teacher evaluations of students’ competence, social attractiveness, comprehensibility and academic potential, and
(3) develop a training to counteract accent bias.

A large-scale survey will capture student experiences (WP1), while two speaker evaluation experiments using controlled auditory stimuli will assess teacher biases in secondary and higher education (WP2). Beyond academic contributions, this research will contribute to the development of an anti-bias training for teachers, equipping them with practical tools to foster fairer and more inclusive classrooms in Flanders (WP3). The findings from WP1, WP2 and WP3 will inform a policyoriented report for stakeholders (WP4), including policymakers and educational institutions, highlighting the prevalence and consequences of accent bias and providing guidance to mitigate bias in classroom settings.