'My School Makes Even the Smallest Students…Feel Included and Happy to Be There' Student Perspectives on Inclusion
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| Title: | 'My School Makes Even the Smallest Students…Feel Included and Happy to Be There' Student Perspectives on Inclusion |
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| Language: | English |
| Authors: | Charles Kemp, Umesh Sharm, Louise McLean |
| Source: | Australian Journal of Teacher Education. 2025 50(4):1-16. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education Grade 10 |
| Descriptors: | Student Attitudes, Inclusion, Educational Practices, Grade 9, Grade 10, Rural Schools, Foreign Countries, State Schools, Secondary School Students, Definitions |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria. Qualitative data were analysed using a three-stage process of thematic analysis. Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement and participation of students across different school activities. The data suggests that if schools wish to be more inclusive of all learners, schools need to continue to invest in and explore ways of shifting toward a more participatory approach to the learning environment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497800 |
| Database: | ERIC |
| Abstract: | The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria. Qualitative data were analysed using a three-stage process of thematic analysis. Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement and participation of students across different school activities. The data suggests that if schools wish to be more inclusive of all learners, schools need to continue to invest in and explore ways of shifting toward a more participatory approach to the learning environment. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
