Let’s Elevate Equity, Together 

Inclusion in school education ensures that all students feel valued and belong within the school community. It emphasises that ‘Every child has the right to quality education and learning’, as outlined by UNICEF. This includes respecting the diverse backgrounds, abilities, and learning styles of all students. It also bolsters full participation by creating an environment where all students can actively engage in learning and feel supported. Inclusive education prioritises the removal of barriers that may hinder any student’s learning, such as physical, social, or cognitive challenges. Finally, it recognises and addresses the diverse learning needs and preferences of each student. 

Inclusion is about everyone, or it is about no-one 

Inclusion in schools is not limited to providing additional support to a specific characteristic. At its heart is the creation of a learning environment that works for all pupils, whether they have a disability, speak English as an additional language, are a member of a minority community, come from a low-income family – or find it harder to learn and achieve for any reason. 

While needs vary, pupils should not have to adapt to the education system, instead education systems should adapt to their bespoke needs. Or, as Professor George Dei explains: “Inclusion is not bringing people into what already exists, it is making a new space, a better place for everyone.” 

While culture change is challenging, it can prove transformational – for everyone. Finding new ways of learning can unlock potential; reduce bullying through understanding; re-engage learners through representation in the curriculum; foster staff unity and lay the foundations for brighter, equitable futures for all. 

Setting the scene, systemically 

Imagine a school bus. You want everyone to get onto the inclusion bus with you – teachers, pupils, parents and carers, school governors – but you haven’t communicated your vision, reasoning or goals. How long will we have to sit on the bus? What is the final destination? What can we expect when we get there? 

If you want people to come on the journey with you, construct an inclusive vision that addresses the singular challenges that your school faces. Use the process to cultivate an environment that values every voice. Laying the foundations for ongoing dialogue. 

The culture of any organisation is shaped by the worst behaviour the leader is willing to tolerate. 

Steve Gruenert and Todd Whitaker School Culture Rewired: How to Define, Assess, and Transform It 

Take a deep dive and listen to the voices of your stakeholders. This should include staff, students, governors and the community. All stakeholders must have a sense of connection and belonging. Ownership of each idea is key to its success. Listen to each other’s lived experiences and hear. 

Have regular “curious conversations” with colleagues. 

Find out what makes them feel engaged or conversely, challenged. Create a safe space for engagement and learn to be comfortable with being uncomfortable. Create a shared understanding that is agreed and implemented by all. When you implement these elements, you will have a profound impact on team dynamics, school culture, and instil a systemic sense of purpose and direction. 

The work of EDI requires all members of your school to be on board. It has to be delivered systemically and the responsibility equally should not fall upon the marginalised and only take place at a grassroots level.

Diversity is a fact; inclusion is an act

Always act intentionally. If you do not intentionally include, you will unintentionally exclude.

Intentionality begins with setting out your key priorities. Inclusion needs to be embedded across all aspects of the school, from curricula to pedagogy and teaching, as well as broader school activities including social and extra-curricular. What does that look like? Do your homework. Look to outside services for expert support (see page opposite) and research best practice ideas. Create an in-depth action plan to ensures a transparent and accountable process.

Your action plan must outline the specific steps you will take, define clear success criteria and milestones, designate staff responsibilities, and identify the necessary resources.

Empower all staff with access to comprehensive training and continuous professional development (CPD) opportunities. While most staff are dedicated to performing their roles effectively, they may lack the necessary knowledge and skills to do so confidently.

Review, Reset, Repeat

To what extent has education changed since 2020? Think about the profound impact COVID-19 and Black Lives Matter have had on how we view and deliver primary education. How many pre-pandemic policies and procedures are no longer fit for purpose? 

The point is that any plan, however intentional at the outset, can become outdated and ineffective if it is not reviewed and discussed on a regular basis. Be realistic about what can be achieved, but over time, continue to expand its scope until it encompasses all aspects of school life. 

Let inclusion become the lens through which knowledge is delivered, difference is celebrated, behaviours are reported and responded to, and allyship is proven to pupils, teachers and families from marginalised groups.

We must model the behaviour we expect to see and demonstrate in all aspects of life, that each and every child deserves the opportunity to succeed, irrespective of the identities and intersections that they hold.

Inclusion works where teachers hold positive attitudes, where staff are well trained, use strategies geared to diverse needs and work collaboratively within a problem-solving school culture. 

Ultimately, a school’s success should be measured by the extent to which it prepares all the young people it serves for their next steps in life – do pupils leave the school confident and proud of who they are, appreciating the unique qualities of others and having reached their true potential? If you implement an inclusion strategy that is both systemic and intentional, there is a very strong chance they will. 

64% of learners agree they learn better if they see people like themselves or from their backgrounds in what they learn in school.

Pearson School Report 2024