Leading the Way to Inclusive Schools

Lee Pace

I’m a lucky one. There are many of us; putting our skills and talents to good use. Feeling part of something. Making a difference. We know our place and we like it.

I really enjoyed school. I went to a small infant school in my home town, then on to a junior school where I came across Mr Ollerhead. On his door wrote a sign: ‘The Palace of Learning.’ It was tongue in cheek, it suited his persona. He was an inspiration. I remember we had a class quiz and the winners would receive a book as a prize. Of course, we all had a chance to win. I vividly remember not doing too well on the quiz, however he gave me a book anyway. It was a book about trains, (I was the only train geek in the class). Receiving that book was a moment in time for me. He had that book as a prize with me in mind. I felt special. I felt belonging. This encapsulates inclusion for me.

I also remember my friend Isak (Name has been changed). Long shaggy hair, he looked a bit rough around the edges and was incredibly lively. We got on really well, looking back I was a little in awe of him, he was one of the ‘hard kids’ who would often get into fights and always win. As an 8 year-old boy growing up in the 80s that seemed cool. He didn’t read or write very well and didn’t get involved in the sports teams. Isak moved on to a different high school to me. I’d still see him as we became teenagers but less frequently. Each time I’d see him he seemed less and less enthusiastic about life and was becoming increasingly volatile. Eventually we lost touch. He wasn’t the sort of friend I wanted anymore, we’d taken a different path.

I’ve since learned that behind the shaggy hair and tough bravado was a background of abuse, early alcohol use and what can only be described as traumatic upbringing. Last year, Isak was found dead in the sheltered accommodation in which he was living. It was a drug overdose. I smiled as the newspaper article described him as a ‘lovable rogue’ because that’s how I remembered him. Rest in peace my friend.

Two boys, myself and Isak, once in the same class, with the same teacher in the same school. Both boys full of potential. Full of energy. Only one made it. What is the difference? One of the boys felt part of something, the other lived on the periphery, struggling to access the curriculum. One felt included, safe and secure, the other didn’t.

My example, a true story is perhaps an extreme case of the importance of feeling part of something, of feeling success. It is a stark reminder though that in our schools, schools filled with incredible energy and potential, some students won’t make it. That’s unacceptable.

How can schools be inclusive?

This is a BIG question and the starting point isn’t clear cut. It’s not a linear journey we can go on, it’s not like teaching a lesson, where we can pinpoint and start and an intended end. Being inclusive is not an outcome it’s an ethos, it’s a movement, a direction of travel and a positive one too. Cutting through the complexity can be tricky, however I do think the following principles could help us reflect on how we make schools inclusive.

Giving Children a Voice

A truly inclusive school is one where children feel heard and respected. I’m not an advocate of children learning whatever they want or evaluating the quality of teaching, however they should be heard. Children need safe spaces to express their thoughts, concerns and aspirations. Structured forums such as student councils, class meetings, and digital platforms enable students to have their views heard and provide an insight for leaders about the perspectives of their most important stakeholders. Most importantly, the views of children must be seen to matter. Their views must make a difference.

Celebrating Success

Each week within my own school we have a ‘Special Mentions Assembly.’ Where we recognise student successes. We ensure that success isn’t just a measure of academic prowess, we also celebrate personal attributes like kindness and resilience, we celebrate sporting contributions and also achievement beyond the school gates. I think public acknowledgment not only boosts morale but also provides an inspiration for other students emulate. The very nature of the assembly setting provides a backdrop of togetherness, where messages are shared with the school community.

Understanding Barriers

Removing barriers to learning allows access not only to the curriculum, but to a feeling that ‘I belong here.’ We must ask, ‘How well do we know our students?’ Do they have adverse childhood experiences? Are we aware of their gaps in knowledge? Are we adaptive in our pedagogy? Do the reasonable adjustments opens doors to opportunity?  Success is the absence of barriers and this leads to belonging.

Parental Partnerships

To know the students is to know their parents/carers. Parental partnerships play a crucial role in nurturing a sense of belonging among students; they create a bridge between home and school that reinforces the message that learners are valued members of a supportive school community, a community in which parents are part. When parents/carers collaborate with teachers through regular communication, shared decision‑making, and participation in school activities, they help to construct a consistent, welcoming environment where children feel included.

Developing parental partnerships should not be an adhoc indulgence, it should be a well-defined strategy, carefully thought through and form part of the overarching school improvement plan. One huge success of my school has been the introduction of ‘SEND coffee mornings.’ These have been running for several years, they are very well attended and parents really value the opportunity to be heard and shape the provision of their children. Given the challenges these parents face, hearing about their child’s successes in school can give them a reassurance that whilst their child may face barriers to learning, as a team we are overcoming them. Children will only feel included if their parents are too.

Inclusion, as hard as it is to define is vital to the success of all students. A feeling of belonging, of contentment at school and to be part of a movement are the ingredients for both students and their families to feel part of something special. Let’s not leave it to luck. I still feel a lucky one though.