‘Care’ and ‘equity’ at the heart of inclusion: Using participatory methods to gather pupil views

Abstract

Inclusion is an evolving process which requires establishments to address abstract barriers (‘environmental, structural or attitudinal’, Allan, 2010, p.2). The current study conducted qualitative research to explore the views of 21 pupils, with and without ASNs (additional support needs), across mainstream primary and secondary schools. The study aimed to increase meaningful consultation, whereby CYP were ‘co-researchers’ within the process (Lundy, 2014). Findings generated two themes of ‘care’ and ‘equity’. Pupils highlighted the centrality of nurturing relationships, respect, exposure to difference, peer collaboration and learner differentiation to positive inclusion experiences. Older pupils highlighted a connection between social difference (linked to ASNs) and social isolation. These findings are important when considering the wider impact of inclusion within education (e.g. increased tolerance and appreciation of diversity) and how this could be a catalyst for broader societal change. Limitations and possible routes for future research are discussed.