Schools are an ecosystem: intricate, linked, and full of life, ready to support every student under its care. Ecosystems flourish only when not left alone. No learning journey happens in a vacuum, similarly, no support exists in isolation. In the ever-evolving landscape of Inclusion, one fact remains constant: No Support is an Island, No teacher Can Work Alone! To make the learning ecosystem thrive, Inclusion has to be a practice, not just a concept. Inclusion is about a learning environment where every child feels seen, valued and supported with a sense of belonging. This ecosystem of Inclusion is not a utopian dream but a tangible reality that can be achieved when all teachers and specialists work collaboratively and collectively.
The different types of support offered to students are represented in the image above; beneath it lie the powerful aspects of communication, collaboration and a deep-rooted vision of nurturing the academic, social and emotional growth of each child collectively. The invisible ecosystem of support is much more deep, interconnected and permeable to celebrate the strength of diversity and actively support every learner’s needs.
What is Inclusion?
For Inclusion to be more than a policy or a set of strategies, it has to be a mindset, a commitment and an intricate part of the school’s fabric to ensure that no child is left behind. It is all about identifying and supporting each child for their unique needs and abilities. While an EAL student would need support to meet their language needs, supporting a student with an element of learning diversity would require personalised support to accommodate their learning challenges. Similarly, High Achievers along with Gifted and Talented students may require more stimulating tasks challenging them to soar higher.
Is Inclusion only about students?
Inclusion is not just about the learners; It’s also about us teachers supporting them. It’s about making those connections for shared responsibility for all learners. The key foundation of Inclusion is the culture of collaboration, where all teachers and specialists work together to create a powerful synergy to benefit all learners. When mainstream teachers and specialists work together, they help children grow in an environment where every learner thrives.
What is effective Inclusion?
The different types of support offered to students are represented in the image above; beneath it lie the powerful aspects of communication, collaboration and a deep-rooted vision of nurturing the academic, social and emotional growth of each child collectively. The invisible ecosystem of support is much more deep, interconnected and permeable to celebrate the strength of diversity and actively support every learner’s needs.
Inclusion at TBS
Belonging is the key foundation of our approach to Inclusion at TBS. Every student, regardless of gender, ethnicity, race, religion and/or all other attributes is valued and offered equitable learning opportunities. We create a nurturing environment where diversity is celebrated, and every child knows they have a place where they truly belong. Inclusion at TBS is not a destination; It’s a journey that entails ongoing efforts and collaboration. For us, no support is an island, and no student or teacher navigates the pathway and challenges of Inclusion alone. We embrace the power of collaboration in our commitment to Inclusion and all stakeholders work together to ensure that the impact is evident, immense and measurable. Inclusion at TBS is not just about meeting the needs of individual students; It’s about fostering a culture of belonging. For Inclusion to thrive, mainstream teaching functions in alignment with all learning supports including, EAL, SEND, G&T and counselling-we all work collaboratively to make learning accessible to all students.
Inclusion works when we move from isolated pockets of support to a truly collaborative approach and the key is to be flexible and creative:
Plan for Everyone
Mainstream lessons are designed to support participation for all learners. This includes multiple meaningful ways to engage with the resources, share understanding, and demonstrate their learning. Mainstream teachers regularly use choice boards to offer a choice of assignments, such as, a written report, a poster, or a presentation, to allow students to showcase their unique strengths.
Mix It Up
Understanding how students feel is at the heart of creating an inclusive and supportive learning environment. Flexible grouping offers opportunities for targeted support while promoting peer learning and collaboration in mainstream classes.
One Size Doesn’t Fit All
Personalisation is about differentiating the instructions and tasks to meet individual needs of all learners. A classroom example could be a mainstream teacher using instructional scaffolds for a SEND student, a graphic organiser with a home language word bank to support EAL students in understanding a complex text, while also providing a more challenging extension of the task for G&T students.
Support Framework
Scaffolding includes providing temporary support and tools to help students succeed. The scaffolds are gradually reduced as the students become more confident. For instance, teachers use sentence starters to help EAL students write a paragraph, removing the sentence starters gradually as the students become more proficient in language learning.
Inclusion isn’t just about academic support; It’s also about encouragement in building students’ confidence and motivation. We continuously reflect on our own assumptions and deliberately integrate culturally responsive pedagogies to create equitable opportunities for every student. Teachers praising students for their effort and progress, rather than focusing solely on the academic outcome, help create a positive and inclusive learning environment.
At The British School, we as an Inclusion Team are deeply interconnected beneath the support Archipelago (not isolated islands) and work collaboratively with all stakeholders to make a difference in the learning experiences of every child in our care. We recognise and appreciate the uniqueness of our students and provide them with opportunities to engage in learning that is personalised to their specific needs, abilities and interests. Inclusion is a culture of recognising diversity while ensuring that all learners are valued and have a sense of belonging. When we work together, our SEND students feel included and their mainstream peers learn empathy; Our multilingual learners thrive using home languages and their peers benefit from their unique perspectives, whilst G&T students are challenged to inspire their peers to aim higher.
(All images have been generated using AI)
