| Skip to main content | Skip to navigation | Skip to Search |

[University home]

School of Education

Educational and Social Inclusion

In countries across the world, recent years have seen significant developments in education systems. However, challenges remain, particularly in terms of groups of learners whose achievements remain low despite vigorous institutional improvement measures and targeted interventions.

Research in this sub-theme focuses on inclusion in its widest sense. Recent projects have examined inclusion in terms of: Special Educational Needs; Boys' Underachievement; Gay and Lesbian Young People and the Role of Counselling in schools. The research sets out to develop:

This programme of research is coordinated through the Centre for Equity in Education, which is co-directed by Professor Mel Ainscow and Professor Alan Dyson. The Centre draws together researchers, practitioners and policy-makers in a collaborative process that seeks to have a direct impact on developments in the field. It has a programme of development and research projects in the United Kingdom and overseas, including:

Understanding and Developing Inclusive Practices in Schools

Funded by ESRC as part of the Teaching and Learning Research Programme, this three-year study has shown how evidence can be used to create interruptions that draw attention to overlooked possibilities for moving practice forward.  The project involved 25 schools in three LEAs.

The National Evaluation of the Full-Service Extended Schools Initiative

This study, for DfES, evaluates the national initiative to develop full-service extended schools in every LEA. The evaluation methodology involves working collaboratively with school leaders to clarify the strategic direction they are pursuing and the long-term outcomes they are hoping to generate.

The Index for Inclusion

The Index is arguably the most sophisticated instrument available for reviewing and developing educational inclusion.  Developed by cycles of action research in schools, it is used extensively in this country and has been translated into more than 20 languages.

The Role of Schools in Area Regeneration

This study for the Joseph Rowntree Foundation explored the role of schools in promoting the regeneration of disadvantaged areas. It developed models of how schools might operate and argued for a more coherent local and national policy framework to guide schools work.

Evaluation of a Strategy for Transforming secondary education in Nottingham

Carried out on behalf of the DfES, this study has monitored the impact of a strategy to improve the performance of schools in one urban LEA.  The study points to the potential power of school-to-school collaboration.

The Manchester Inclusion Standard

This initiative involves a partnership between schools, LEA officers and researchers to develop and evaluate a strategy for moving a whole education system in an inclusive direction.  Particular emphasis is placed on the use of data to stimulate and challenge review and development activities.

Governance and Service Quality in Schools

This study, funded by the Joseph Rowntree Foundation, examines the role played by school governors in schools serving disadvantaged areas. In four case-study areas, researchers are exploring how members of disadvantaged communities can help shape the schools which serve them.

The Role of LEAs in Developing Inclusive Schools

As a result of research carried out in the six Greater Merseyside LEAs, a review instrument has been designed and evaluated.  Currently this is being used by a number of LEAs in the Northwest region and is being further developed in relation to the recent Children Act.

Review of the functions and contribution of Educational  Psychologists in England and Wales in light of "Every  Child Matters: Change for Children"

The review will seek evidence of educational psychologists' ability and potential to make an effective, distinctive and  complementary contribution within Children's Services, enabling  all stakeholders to deliver an improved service that will help in  meeting the identified Every Child Matters outcomes for all  children. Link to a flyer about Review of the functions and contribution of Educational  Psychologists in England and Wales in light of "Every  Child Matters: Change for Children".

Inside Exclusion: Learning Partnerships Outside Mainstream Education (Joseph Rowntree Foundation)

Some groups experience disproportionate numbers of permanent exclusions, including those living in poverty, and black and dual-heritage children and young people. This research looks at possible reasons for this and examines how education and other services can work productively with students and parents who are most directly affected.
The research was carried out using case study methods with six students and their families.  In addition the researchers carried out interviews and observation in two sites that support students who have been permanently excluded from school.  The research argues that such specialist units have a unique role to play and should continue to be supported through Government policy. 

Findings:

The report describes an approach which impacts positively on very hard to reach children, young people and parents, taking into account poverty and multiple disadvantage.  This research helps to explain this disparity and how education and other services can work productively with those most directly affected.  The approach is based on the following beliefs/principles:

  1. Caring adults need to engage with children and young peoples emotional worlds (including their home circumstances) if change is going to take place. 
  2. It is in and through relationships with children/young people/parents that practice is worked out; the process depends on these relationships, is dynamic and not reducible to pre-formulated strategies.
  3. Personal, social and cultural development will result from, but cannot precede, these foundations.  

A summary of the findings and the full report can be downloaded free of charge at: http://www.jrf.org.uk/knowledge/findings/socialpolicy/2131.asp

Staff links:

| Skip to main content | Skip to navigation | Skip to Search |