The educational environment: a focal point for tensions, challenges, and recommendations from professional education assistants in student integration programmes in Chile

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ABSTRACT The inclusive focus is a global trend which understands the educational context as a stage for action, and also as a road map for designing new strategies and learning focuses where teachers and other professionals to promote inclusion for all students. This study analyses the perceptions of professional’s education assistants regarding the characteristics of the educational environment in schools with School Integration Programmes (PIE) in Chile. We carried out a qualitative study via interviews (n = 52) with speech therapists, psychologists, physical therapists, and occupational therapists to analyse the characteristics of the educational environment in Student Integration Programs in Chile. The findings reveal that professionals perceive limited progress in inclusion within these schools, identifying tensions and challenges that hinder their work. The participants highlight their role as promoters of inclusion and provide recommendations for fostering inclusive practices in schools. This study contributes valuable insights to the analysis of inclusive education by incorporating the perspective of support professionals, a group of educational actors whose role has been largely overlooked in research on inclusive education.