Inclusive Educational Environment Research Articles

EXPLORING PARENTAL PERSPECTIVES: THE IMPACT OF ASSISTIVE TECHNOLOGIES ON INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES

This study investigates parental attitudes towards the efficacy of assistive technologies in facilitating inclusive education for children with disabilities within mainstream educational settings. The research aims to address the pressing need for insights into parental perceptions regarding the utilization of assistive technologies to support their children's learning experiences in inclusive classrooms. A questionnaire-based methodology was employed to gather comprehensive data from parents of children with disabilities enrolled in mainstream schools. The survey encompassed inquiries about parents' familiarity with assistive technologies, their perceived effectiveness, challenges encountered, and overall satisfaction with their child's educational journey within inclusive settings. The results of the research reveal multifaceted insights into parental attitudes towards assistive technologies. Findings indicate a generally positive outlook among parents, acknowledging the potential of these technologies to enhance their child's educational outcomes and promote inclusion. However, notable challenges such as accessibility, affordability, and adequate training emerge as significant barriers hindering the optimal utilization of assistive technologies. The discussion delves into the implications of the findings for policymakers, educators, and practitioners, emphasizing the necessity for targeted interventions to address existing barriers and enhance the accessibility and efficacy of assistive technologies in inclusive education. Moreover, the study underscores the importance of fostering partnerships between parents and educational institutions to ensure the holistic support and empowerment of children with disabilities within mainstream educational settings. This collaborative approach is essential for creating an inclusive educational environment that meets the diverse needs of all students. The study concludes that while parents recognize the benefits of assistive technologies, overcoming the existing challenges requires a concerted effort from all stakeholders involved. By addressing issues of accessibility, affordability, and training, the potential of assistive technologies can be fully realized, thereby improving educational outcomes for children with disabilities.

A PSA I’m here too: Exploring the Harmful Experiences of Black Students through Critical Narratives

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

“Absolutely it was not safe”: Indigenous LGBTIQSB+ experiences of education in Australia

Indigenous LGBTIQSB+ individuals occupy a unique intersection of identities that inform their lived experiences and the ways in which they navigate colonial settler educational institutions. Despite a considerable body of evidence demonstrating the importance of inclusion, educational policies in Australia remain outdated. These policies are frequently informed by a deficit approach that justifies the absence of Indigenous and gender/sexuality diverse content within school curricula. This further acts to shore up discriminatory practices and policies. Using interviews and workshops held with young Indigenous LGTBIQSB+ people, this article reports on the ways participants experienced educational institutional settings. First, participants reported on the kinds of policies and curriculum content that discriminated against and marginalised them, as well as highlighting some positive aspects of school and university. Participants also revealed the potentialities for Indigenous and LGBTIQSB+ inclusivity that could be facilitated within educational spaces. The article demonstrates the need for safer and more inclusive educational environments, which could be achieved through the decentring of settler knowledges and heteronormativity, transforming educational spaces at an institutional level to facilitate safety at interpersonal and collective levels.

Black-White Differences in The Effects of Parental Education on College Students' Beliefs about Racial Discrimination.

Racial discrimination remains a significant issue in the United States, particularly affecting Black individuals. Understanding how beliefs about the persistence of racial discrimination are shaped by race and parental education among college students is crucial for developing strategies to address these inequities. This study aims to examine the multiplicative effects of race and parental education on beliefs about the persistence of racial discrimination among Black and White college students. We hypothesize that Black students, particularly those with highly educated parents, will exhibit stronger beliefs in the persistence of racial discrimination as a significant issue compared to their White peers. Data were drawn from the Higher Education Research Institute (HERI) study, which includes a national sample of Black and White young adults on college campuses across the United States. We conducted statistical analyses to explore the influence of race and parental education on students' beliefs about racial discrimination. Black students demonstrated stronger beliefs in the persistence of racial discrimination compared to White students. Additionally, students with higher parental education levels were more likely to recognize racial discrimination as a significant issue than those with lower parental education. The impact of parental education on these beliefs was more pronounced for Black students compared to White students. Black college students, especially those from higher SES backgrounds, exhibit a heightened awareness of racial discrimination due to their lived experiences and educational exposure. High SES Black individuals often face increased visibility and prejudice in predominantly White environments, further reinforcing their beliefs about the persistence of discrimination. These findings highlight the need for targeted interventions to support Black students in higher education and promote awareness of racial discrimination. Policy solutions should include comprehensive anti-discrimination policies, increased diversity and inclusion efforts, and educational curricula that address systemic racism and social justice. The cross-sectional nature of the data limits causality inference, and self-reported measures may be subject to bias. Despite these limitations, the study's large and diverse sample enhances the generalizability of the findings. Race and parental education have multiplicative effects on college students' beliefs about the persistence of racial discrimination. Black students, particularly those from high SES backgrounds, are more likely to perceive racial discrimination as a continuing problem. Addressing these disparities through targeted policies and interventions is essential for creating equitable and inclusive educational environments.

Effective Communication and Culturally Responsive Leadership

Lately, literature and research in the United States have reported that culturally responsive leadership has become predominant because the increasing diversity in public schools has brought us to a critical juncture. A cultural gap exists between students from diverse backgrounds and their white middle-class teachers, leading to a mismatch in the delivered curricula, leaving many students feeling disconnected, disengaged, and uninterested in the educational process. These emotions can have profound and long-lasting effects particularly due to language and verbal participation structures. Thus, a factor of communication that enhances culturally responsive leadership has been found to enable students' achievement in schools in the US because culturally responsive leadership involves integrating leadership philosophies, practices, and policies to create an inclusive educational environment for students and parents from diverse cultural and ethnic backgrounds. This entails understanding that communication is a complex process that encompasses words, intentions, contexts, histories, and attitudes. As school leaders navigate the complex landscape of modern education, their communication skills become not just desirable but truly critical for any leader to enhance culturally responsive among students and teachers. Thus, this paper recommends School leaders must find ways to bridge language gaps to ensure teaching and learning difficulties in communicating effectively across languages between teachers and students. It is paramount for principals to demonstrate excellent communication skills for listening to and interacting within the teaching and learning process to enhance student achievement effective communication and culturally responsive leadership.

AI’s Role in Enhancing Cross Cultural Competence and Leadership through Online Education Programs

Cross-cultural competence (CCC) is essential for any future leader. The paper analyzes and discusses the potential of artificial intelligence (AI) to narrow the divide existing in online degree programs, a pivotal element in fostering leadership excellence and capabilities while ensuring universal access to technology. The study's methodology primarily involves an in-depth literature review of existing research and theories on AI, online education, and cross-cultural competence. It discusses the strengths and weaknesses of current online educational platforms and recommends introducing AI precision education to bridge the shortcomings of different platforms. The paper reveals some critical insights: CCC is essential for students and future leaders to function in a globalized, increasingly interconnected world; however, there has been a gap between students' assumed CCC and their actual CCC. The paper identifies shortcomings in their CCC curriculum and suggests improvement methods by analyzing the world's top ten STEM universities. The paper finds that AI's ability to accommodate cultural and cognitive differences promotes an inclusive educational environment and addresses broader digital access and equity issues. It concludes with a strong argument for integrating AI in online cross-cultural education to prepare future leaders with the skills necessary to thrive in a globalized, increasingly interconnected world.

Perception of Virtual Education Learning among Dental Residents and Faculty during the COVID-19 Pandemic: A Cross-Sectional Study.

The coronavirus disease 2019 (COVID-19) pandemic prompted a rapid shift from in-person to virtual learning in dental education. This study aims to assess the perceptions of virtual education learning among dental residents and faculty and employ regulatory focus theory (RFT) to understand the impact of motivational orientations on virtual learning during the COVID-19 pandemic. In total, 46 dental residents and 10 faculty members in a dental institution participated in the study (June-August 2021). Questionnaires were used to obtain data on demographics, perceptions of virtual learning, burnout, and RFT types (promotion and prevention focus). Multiple regression analyses were used to examine factors associated with perceptions of virtual learning and burnout. Overall, 70% of residents and 44% of faculty found virtual learning effective. Younger residents with less experience preferred virtual learning more than their older, experienced peers. Residents trained outside the U.S. and Canada favored in-person learning more than those trained within. Furthermore, residents with a higher promotion focus score found virtual learning more interactive for didactic courses. Additionally, 52% of residents experienced burnout, with a higher incidence among females (p = 0.044). Virtual learning is well received by dental residents and faculty, with potential for continued use post-pandemic. Future efforts should focus on creating an inclusive and supportive educational environment that meets the motivational and well-being needs of dental residents and faculty.

Enhancing Educational Technology in Lectures for School Students with Learning Disabilities: A Comprehensive Analysis

Learning disabilities present formidable obstacles for children in their educational journeys, often overlooked or misunderstood. This research aims to address two critical issues: the differentiation between learning and intellectual disabilities, and the resistance of teachers to integrating technology into education. In response, a comprehensive approach was adopted. Firstly, a mobile application was developed to screen for potential learning disabilities, offering teachers insights into individual student challenges and personalized lecture adaptations. Secondly, a quasi-experimental pretest–posttest study was conducted, comparing student performance following traditional and technologically supported lectures. Results from the study revealed significant score improvements among students identified as potentially having learning disabilities when exposed to technologically supported lectures. Conversely, students not identified as potential cases remained within the normal range of performance. These findings underscore the potential of technology to enhance educational outcomes for children with learning disabilities while highlighting the importance of recognizing and addressing these challenges in educational settings. By bridging the gap between identification and intervention, this research contributes to a more inclusive and effective educational environment.

The Innovative Role of Female Scholars in Shaping Islamic Education and State Policy

This study aims to explore the innovative role of female scholars in building Islamic education and state policy. The research employs a qualitative method, including a case study at the Hasyim Asy’ari Bangsri Islamic boarding school in Jepara and in-depth interviews with female scholar Bunyai Hindun Anisa, to uncover their significant contributions. The findings show that female scholars introduce new perspectives and initiatives that create more inclusive and progressive educational environments. Key findings include significant advancements in educational paradigms and the development of gender-responsive policy frameworks that meet community needs. The study also identifies challenges faced by female scholars, such as social and institutional barriers, and provides recommendations to support and strengthen their positive impact. By highlighting the importance of female education and leadership, the research emphasizes the need for greater recognition and support from various stakeholders. It demonstrates how female scholars play a crucial role in creating a more equitable, dynamic, and sustainable educational system.

Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context

The purpose of this study was to delve into the characteristics, professional competencies, leadership attitudes, and behaviors of successful school principals (SSPs) in socioeconomically disadvantaged schools. Utilizing a systematic grounded theory method (SGTM), we conducted research in the provinces of Amasya, Çorum, Samsun, and Tokat in Türkiye. Purposeful and theoretical sampling methods were employed to recruit successful school principals, deputy principals, teachers, students, and parents from secondary schools affiliated with the Ministry of National Education (MoNE). The data draws on unstructured individual and focus group interviews, as well as documents and observations. All the data obtained were inductively analyzed through open, axis, and selective coding stages. Based on the codes, sub-categories, categories, themes, and dimensions from the analyses, we designed the Contextual Successful School Principalship Model (CSSPM), which falls into four dimensions as follows: individual, managerial, organizational, and instructional. SSPs in this study mostly tend to display paternalistic leadership attitudes and behaviors in terms of dedication and self-sacrifice, serving, intrinsic motivation, and influencing stakeholders. They exhibit almost all the attitudes and behaviors of servant leadership, act according to some national and moral values, and experience national attitudes such as patriotism and nationalism intensely. By giving importance to the academic socialization of students' mothers, successful school principals exhibit transformational and instructional leadership behaviors. They act strategically to directly involve mothers in enhancing student achievement, demonstrating their commitment to fostering an inclusive and supportive educational environment.

Navigating Schools through the Pandemic Crisis: A Study on the Determinants Influencing the Well-Being of Secondary Students in Northeast Thailand

The COVID-19 pandemic has disrupted education systems worldwide, with students facing challenges related to online learning, social isolation, and mental well-being. This study explores the determinants of well-being in education among secondary school students in northeast Thailand during the post-pandemic recovery phase. Employing a multistage sampling approach and Cochran’s formula for sample size determination, the research engaged 400 students from 30 schools. Data were collected using an interview schedule based on the OECD’s framework for well-being in education, assessing psychological, social, cognitive, and physical dimensions. Multiple regression analysis revealed that students’ perceptions of the pandemic’s social impact, family relationships, school personnel, and the school’s physical environment significantly influenced their well-being in education, collectively explaining 45.30% of the variance. The findings underscore the importance of fostering supportive family environments, ensuring adequate school staffing, and improving educational infrastructure to enhance students’ well-being in the post-pandemic context. This study offers valuable insights for educators and policymakers in developing targeted interventions and policies that prioritize the holistic well-being of students, ensuring a resilient and inclusive educational environment in the face of global crises.

Enhancing Student Success in Higher Education: A Human-Centered Design Thinking Approach

Higher education institutions increasingly recognize the need to revolutionize approaches to student success. This study employs Human-Centered Design Thinking (HCDT), addressing the challenges faced by students and developing initiatives aimed at improving retention, progression, and graduation rates. Approximately 90 undergraduate students participated in the HCDT sessions, sharing insights about their academic progress. Through a collaborative process, students innovatively designed strategies to overcome these challenges. The HCDT process produced four key themes: proper and timely advisement; courses, schedules, and majors responsive to student demand; reciprocal communication clarity within and about courses; and resource knowledge availability and access. This study features the transformative potential of HCDT in higher education, placing students at the forefront of understanding challenges and designing strategies. By embracing this human-centered approach, institutions can significantly enhance retention, progression, and graduation rates, contributing to an inclusive and supportive educational environment.

고교학점제 선택과목 운영 방안과 지원에 관한 고등학교 특수학급 교사의 인식과 요구

This study explored the perceptions and needs of special education teachers regarding the operation plans and support for high school credit elective courses for students with special needs in inclusive education settings. A survey was conducted targeting 195 high school special education teachers across the country. The results of this study showed that teachers perceived that elective subjects can provide customized academic and career guidance for students with disabilities however, they also noted that the low desire of students with disabilities in various subjects and range of participating students should be taken into consideration. Additionally, it was recognized that additional special education teachers and specific guidelines are needed to operate elective subjects. In the case of online elective courses, it was recognized that blended learning and the development of online contents for different types of disabilities are necessary that it is appropriate to operate inter-school co-curricular programs as blended co-curricular programs within regular school hours on a fixed base school. For out-of-school education, it was recognized that the district office of education should provide both out-of-school education and classes taught by external experts in schools, and that it is necessary to secure out-of-school educational institutions and manage their quality. In order to operate elective courses for students with special needs in an inclusive education environment, the school-level support for students’ mobility is important, moreover, itinerant special teachers are needed to provide elective subjects at both the district and national levels. Based on these results, implication for the operation of high school credit elective courses for students with special needs in inclusive education settings and suggestions for further research are discussed.

Does Art Education Matter in Inclusiveness for Learners with Disabilities? A Systematic Review

The pursuit of fostering inclusive educational environments, particularly in alignment with the United Nations’ Sustainable Development 2030 Agenda, prioritizes the advancement of quality education. In this endeavor, there is a central emphasis on fostering equitable, inclusive, and high-quality education accessible to all individuals, including those with disabilities. Art education plays a relevant role within this agenda due to its multifaceted benefits and potential to contribute to inclusive educational environments, which are crucial for individuals with disabilities. This study contributes to this goal by investigating the intricate link between art education and inclusivity for disabled learners. In using the PRISMA (preferred reporting items for systematic reviews and meta-analyses) approach, we conducted a comprehensive analysis of literature sourced from reputable databases such as Google Scholar, Semantic Scholar, Web of Science, and Scopus. The timeframe for the literature review spanned from 2014 to 2023. Initially identifying 126 relevant publications, 28 research articles were deemed pertinent to the study objectives. The findings of this investigation unveil the significant impact of art education on various aspects crucial to the educational journey of learners with disabilities. Specifically, art education is shown to positively influence motivation levels, foster increased engagement in learning activities, and facilitate more effective learning outcomes. Building upon these insights, the study proposes a conceptual framework designed to cultivate inclusive classrooms. By synthesizing the empirical evidence gleaned from the analyzed literature, this research aims to inform educational practitioners, policymakers, and stakeholders about the transformative potential of art education in creating genuinely inclusive learning environments for all learners, including those with disabilities.

Religious education and people’s perception on the subject: A case of selected secondary schools in Lusaka District, Zambia

Overview: Religious education plays a pivotal role globally, reflecting diverse perspectives and practices across continents. In Africa, religious education intertwines with cultural heritage, shaping moral frameworks and societal norms. The study was conducted in Lusaka district, the capital city of Zambia. Body of Knowledge: The theoretical and practical insights gained from this study contribute to enhancing understanding of the role of religious education in fostering moral and ethical development, promoting intercultural dialogue, and cultivating inclusive educational environments. By addressing the identified challenges and leveraging opportunities for collaboration between schools, families, and communities, stakeholders can work towards creating inclusive educational policies and practices that respect and celebrate religious diversity. Methods: The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled Head teachers, RE teachers, and Pupils of RE. The sample size for this study was 150. Data was obtained from the respondents by means of interviews and questionnaires. This study used descriptive analysis to analyze the data. Tables, graphs and pie-charts were used in combination with the use of software, MS access and MS Excel to analyze data. Results: Religious education plays a significant role in shaping students' moral and ethical values. Despite some skepticism about its relevance in a modern, pluralistic society, the majority of participants including pupils, teachers, and parents viewed religious education positively. They believed it fosters tolerance, empathy, and respect for diverse beliefs. However, there were also concerns about the potential for religious education to become doctrinal rather than educational, emphasizing the need for a balanced and inclusive curriculum that respects all faiths. Recommendation: The study highlighted the importance of training educators to handle religious education in a way that promotes critical thinking and open dialogue, rather than mere indoctrination.

ІНКЛЮЗІЯ В УКРАЇНІ: СУЧАСНІ ВИКЛИКИ

The article is devoted to a theoretical and practical analysis of the problem of inclusion: formation and development, features of educational inclusion, and mechanisms of implementation of inclusive higher education. Based on the analysis of regulatory documents and scientific research, the authors determine the most significant stages of the formation and development of inclusion in Ukraine. The requirements for specialists needed by the modern domestic education system have been analyzed. The article emphasizes the trends in the process of invalidation of the population of Ukraine. The authors determine the expediency and necessity of wide implementation of educational inclusion in the system of higher education, in particular: ensuring free access of all higher education applicants to educational and methodical materials and creating the necessary special units. On the basis of the analysis of the results of the conducted survey, the possible ways of solving the current problems of educational inclusion in the higher education system are substantiated and characterized: support of the teaching staff in the organization of an inclusive educational environment in the institution of higher education; support for education seekers who belong to the category of persons with special needs; financing and implementation of regulated and guaranteed mechanisms for financial support of higher education institutions; technical and methodological support of the educational process. Also, emphasis is placed on electronic inclusion, which is interpreted as a social movement aimed at overcoming the digital divide among different categories of the population. It was found that the appropriate level of organization of an inclusive educational environment is observed in institutions of general secondary education. Instead, HEIs need more active involvement of specialists, technical equipment and financial support for effective educational inclusion. An important factor is the availability of computer equipment: ensuring access to free or low-cost computers, in particular through the implementation of special target programs, charity projects, etc. It is also relevant to search and exchange data to diversify the ways of obtaining education for persons with special educational paths, to ensure effective interpersonal communication despite temporal and spatial boundaries.

Classroom Teachers' Problems and Strategies in Implementing the Merdeka Curriculum

General Background: The introduction of the Kurikulum Merdeka in Indonesia aims to enhance student competence and character by offering more flexible and student-centered learning approaches. Specific Background: While it promises a more inclusive and modern educational environment, the implementation poses challenges for teachers adapting to this new paradigm. Knowledge Gap: Previous studies have focused on policy impacts and student outcomes, but there is limited research on the specific difficulties faced by classroom teachers during implementation. Aims: This study seeks to identify the challenges teachers encounter with the Kurikulum Merdeka and the strategies they employ to overcome these challenges. Results: Analysis of literature reveals several key issues: teachers' inadequate understanding of the curriculum's concepts, difficulty in designing student-centered learning, lack of resources, and challenges with competency-based assessments. Strategies to address these include ongoing professional development, fostering professional learning communities, leveraging technology, and developing authentic assessments. Novelty: This research contributes to the literature by focusing on teachers' perspectives, providing insights into practical challenges and solutions in implementing the Kurikulum Merdeka. Implications: Findings can guide the design of teacher training programs and inform educational policymakers to support effective curriculum implementation, ultimately benefiting Indonesia's educational landscape by preparing students for the challenges of the 21st century. Highlights: Teacher Training: Continuous professional development is crucial for teachers to effectively implement the Kurikulum Merdeka. Resource Limitations: Adequate access to educational resources and facilities is necessary for supporting innovative teaching methods. Assessment Challenges: Developing and utilizing authentic assessments can enhance the evaluation of student competencies. Keywords: Kurikulum Merdeka, Student-Centered Learning, Teacher Challenges, Competency-Based Assessment, Educational Innovation

Intelligence of mathematical aptitude among science and arts students of tenth standard belonging to Bareilly

The study of mathematical aptitude among science and arts students of the tenth standard in Bareilly highlights the significant impact of curriculum and educational practices on cognitive development. While science students tend to exhibit higher mathematical aptitude, arts students develop strong verbal and analytical skills. Recognizing and addressing these differences can help create a more inclusive and effective educational environment that nurtures the diverse talents of all students RESULTS OF RESEARCH: There is no significant relationship in between Intelligence and mathematical aptitude of male students from Science and Arts, There is no significant relationship in between Intelligence and mathematical aptitude of female students from Science and Arts.

Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review

AbstractBackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.

Gender and schooling in Australia

This special issue presents a collection of recent papers drawing on qualitative research in and about schooling in Australia and the ways in which gender-related issues in the broadest sense continue to shape people’s educational experiences. These papers from the present are positioned in relation to the long histories of policy and research attention to gender equity in Australian education. We set the context for work in the present by scanning the past, noting the ambitions, the gaps and the failures of earlier policies, and drawing attention to the quality and volume of research that has previously been undertaken in this area. We explore the current policy vacuum regarding gender to consider some of the pressures and complexities that have led to the erasure or avoidance of gender-related issues. Each of the papers that form this special issue demonstrate—despite different methods, theoretical frameworks, settings and participant cohorts—how stereotypes and limitations circulate in everyday life in schools and beyond them, and how these impact on people. They each explore from a different starting point how gender injustices are perpetuated and produced, in often subtle and nuanced ways that require concerted effort to unpack. They simultaneously offer insights into the critical and creative ways that young people and those around them are reconfiguring gender and seeking more hopeful and more equitable educational experiences and outcomes. Collectively, the papers that form this special issue advocate for policies and practices that embrace the complexities of young people's lives and are oriented towards inclusive and equitable educational environments.