Inclusive School Culture Research Articles

Analysis of school rules and regulation implementation: Basis for policy enhancement program

This study analyzes the existing school rules and regulations at Manocmanoc Elementary School to develop a policy enhancement program. It examines the level of knowledge, attitudes, and implementation of school rules among intermediate pupils. Using a quantitative-correlational approach, including surveys and document analysis, the research explores relationships and gaps in rule implementation, highlighting strengths and weaknesses. It considers the alignment of rules with educational goals, the promotion of a positive and inclusive school culture, and the balance between discipline and flexibility. Key findings reveal significant relationships between knowledge, attitudes, and implementation, identifying areas for improvement. The study recommends refining rule enforcement consistency, ensuring continuous oversight and training, and promoting deeper rule understanding. Additionally, it suggests establishing transparent disciplinary measures and linking fair implementation to a positive learning environment. The outcomes serve as a foundation for a proposed policy enhancement program, offering evidence-based recommendations to foster a conducive learning environment, enhance student engagement, and address contemporary educational challenges. The study's focus on a single school may limit generalizability. Future research could expand to multiple schools to validate and extend these insights. Implementing these recommendations is expected to create a better learning atmosphere for all students.

The Principal’s Problem: Anchoring Equity in an Exclusionary System

This paper, titled "The Principal’s Problem: Anchoring Equity in an Exclusionary System," offers a critical examination of the multifaceted challenges faced by school administrators in navigating an educational landscape marked by growing equity issues, safety concerns, and the mental health crisis among students. Drawing from the author's 35-year experience in various educational roles in Massachusetts, the critical situational analysis delves into the complexities of fostering a safe, inclusive, and equitable school environment amid a youth mental healthcrisis, reactionary legislative demands, and a hostile, binary, social landscape. The first section of the paper emphasizes the evolving role of educators in addressing the emotional well-being and safety of students. It illustrates how external tragedies, such as student suicides and drug overdoses, directly impact school policies and practices. The author highlights systemic inequities, such as disparities in recognition and funding between male and female sports teams and the controversy over gender-specific graduation gown colors, illustrating the difficulties in upholding Title IX and fostering gender equality. The paper further explores the escalation ofgun violence and its profound impact on school safety protocols and legislation. It addresses the administrative burden of complying with a myriad of regulations aimed at ensuring student safety and emotional well-being, from bullying and gender identity to mental health and substance abuse. The first-person narrative critiques the overwhelming expectations placed on school administrators to act as both educational leaders and first responders in a socioeconomically diverse and politically charged environment. It argues for a more holistic approach to educational leadership, one that balances legal and moral obligations to protect free expression with the imperative to create a nurturing and inclusive school culture. The author posits that the real challenge lies in the practical implementation of these ideals.

The Principal’s Problem: Anchoring Equity in an Exclusionary System

This paper, titled "The Principal’s Problem: Anchoring Equity in an Exclusionary System," offers a critical examination of the multifaceted challenges faced by school administrators in navigating an educational landscape marked by growing equity issues, safety concerns, and the mental health crisis among students. Drawing from the author's 35-year experience in various educational roles in Massachusetts, the critical situational analysis delves into the complexities of fostering a safe, inclusive, and equitable school environment amid a youth mental healthcrisis, reactionary legislative demands, and a hostile, binary, social landscape. The first section of the paper emphasizes the evolving role of educators in addressing the emotional well-being and safety of students. It illustrates how external tragedies, such as student suicides and drug overdoses, directly impact school policies and practices. The author highlights systemic inequities, such as disparities in recognition and funding between male and female sports teams and the controversy over gender-specific graduation gown colors, illustrating the difficulties in upholding Title IX and fostering gender equality. The paper further explores the escalation ofgun violence and its profound impact on school safety protocols and legislation. It addresses the administrative burden of complying with a myriad of regulations aimed at ensuring student safety and emotional well-being, from bullying and gender identity to mental health and substance abuse. The first-person narrative critiques the overwhelming expectations placed on school administrators to act as both educational leaders and first responders in a socioeconomically diverse and politically charged environment. It argues for a more holistic approach to educational leadership, one that balances legal and moral obligations to protect free expression with the imperative to create a nurturing and inclusive school culture. The author posits that the real challenge lies in the practical implementation of these ideals.

Phenomenological study on the journey of integrated schools: from the views of stakeholders

This qualitative phenomenological study explores the lived experiences of PTA officials, teachers, and school administrators in integrated schools in Montevista, Davao de Oro, from 2017 to the present. Through in-depth interviews with nine respondents, key themes for overcoming challenges and fostering a supportive educational environment were identified: collaboration, determination, unity, and effective leadership. These elements are crucial in addressing the complexities of integrated school settings. The study recommends continuous professional development to enhance skills and knowledge, fostering an inclusive school culture, and ensuring adequate funding and resources from the Department of Education. Additionally, it suggests leveraging innovative solutions such as integrating technology into teaching, establishing mentorship programs for new teachers, and forming partnerships with external organizations for additional support. Promoting resilience and a culture of continuous improvement is also emphasized for navigating future challenges and ensuring sustained success. These findings underscore the importance of these key elements in enhancing stakeholder engagement and educational outcomes, offering valuable insights and a foundation for future research in similar contexts.

An Analysis of Inclusive Education Provisions in Matabeleland North Province in the Ministry of Primary and Secondary Education in Zimbabwe

The aim of this study was to explore the issues, realities and challenges regarding the provision of special needs education in Matabeleland North Province of Zimbabwe. Inclusive Education Provision is making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. The literature pointed on limited resources, including funding, specialized staff, assistive technologies and accessible facilities as in existence in rural schools. Teachers’ preparedness has been put to question in Matabeleland schools as they seem to lack the necessary training to effectively teach students with diverse needs in their schools. The research was exploratory as no attempts were made to establish causal relationships and guided by the qualitative approach. A case study design was used to collect, present and analyse data. The population included purposively selected special schools and schools with special classes, resource units, integrated classes and inclusive classes in Matabeleland North Province. Purposive sampling was preferred and representative sample composed of ten school heads, five specialist teachers and ten parents. Open-ended questionnaires and structured interviews were used to collect and gather data respectively. The study concluded that schools have made attempts in enhancing inclusive education provisions in Matabeleland North Province, although it is important to note that there are still challenges and areas for improvement. For successful inclusion, it was concluded that the Provincial Education Office requires a comprehensive approach that involves addressing attitudinal barriers, providing adequate resources and training, promoting collaboration and ensuring accessible environments as there is no commitment to continuous improvement and on-going dialogue among all stakeholders involved in the education of students with special educational needs. The study recommended that schools need to foster an inclusive school culture that values diversity, inclusivity and respect for all students without discriminating them. It was also recommended that schools need to involve parents and the community in the inclusive education processes.

Exploring How the Overall Environment and Culture of a School Affect Students’ Mental Health and Academic Performance

This study investigates the impact of school environment and culture on students' mental health and academic performance, with a focus on the mediating role of mental health. Using a mixed-methods approach, quantitative data from 350 students and qualitative insights from interviews were analyzed. The regression analysis showed that a positive school environment significantly improves mental health (β = 0.45, p < 0.01) and academic performance (β = 0.52, p < 0.001). Additionally, inclusive school cultures strongly correlate with better academic outcomes (β = 0.40, p < 0.01). Mediation analysis revealed that mental health acts as a key mediator, with improved mental health enhancing academic success (β = 0.25, p < 0.01). Schools offering mental health programs, such as counseling and peer mentoring, demonstrated higher academic performance. Qualitative findings reinforced these results, with students highlighting the positive impact of supportive environments and mental health interventions on their academic success. This study emphasizes the importance of creating positive school environments and cultures, alongside implementing mental health programs, to foster both student well-being and academic achievement. The findings provide actionable insights for educators and policymakers to develop holistic strategies for student development.

What makes restorative justice equitable? “It’s a practice, not a program.”

PurposeThis study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.Design/methodology/approachThis study used grounded theory to examine barriers to equitable restorative justice (RJ) implementation in the US. Drawing on interviews and focus groups with restorative coordinators, we used a combination of inductive and deductive coding consistent with the grounded theory approach.FindingsCoordinators distinguished between RJ as a top-down, isolated “program” versus RJ as a collaborative “practice” among all stakeholders. Only the latter was equitable, in their view, and required a consistent principal commitment to building and maintaining an inclusive school culture. Participants recommended that teacher and principal preparation provide opportunities to cultivate critical consciousness and participate in RJ practices.Originality/valueExisting research on discipline reform tends to focus on outcomes, such as suspension rates. Instead, participants focused on the reform process, viewing equitable RJ as an ongoing “practice” to improve school culture. Our findings also open new discussions about leadership preparation content and pedagogy: participants called for preparation programs to cultivate critical consciousness and facility with RJ. Lastly, the study’s recruitment and focus group design raise important considerations for future RJ research.

Pengaruh Kepemimpinan Kepala Sekolah dalam Pengembangan Manajemen Strategik di SD Negeri 106813

The role of the school principal in quality development education is one of transformative leadership. Educational leaders who can effectively communicate a compelling vision for learning innovation and foster a cooperative and inclusive school culture can inspire collaboration among educators, students, and other stakeholders, leading to the advancement of educational strategic management. This study intends to examine the leadership role of school principals in creating strategies and policies that support improving educational standards, as well as the obstacles and difficulties faced by school principals when implementing development programs. In addition, this research will look at how the principal's leadership influences teacher involvement and participation in efforts to improve the level of education at SD Negeri 106813. The case study at SD Negeri 106813 was approached qualitatively in this research, interviews, observations, and document analysis were used to collect data. Research findings show that the head's leadership in developing strategies and policies aimed at improving the quality of education at SD Negeri 106813 is an important function of the school. A school principal must be fully committed to improving educational standards in the school and can develop workable solutions

Principals in Indian inclusive schools: bridge over troubled waters

PurposeThe international academic literature agrees that principals act as change agents and are vital in creating and promoting an inclusive school culture. In this article, the authors proclaim that Indian schools lack school leadership to accomplish inclusive education (IE) characterized by local needs. The article emphasizes the importance of school principals and discusses how principal vacancies, insufficient training and lack of autonomy jeopardize inclusive and equitable quality education in Indian schools. Contextualized policies, professional standards for principals, research that highlights principals' perspectives and autonomy for principals are required to strengthen principals, who are the primary advocates for IE, to create a more democratic, equitable and just society.Design/methodology/approachThe authors base their arguments and opinions on the latest National Education Policy (NEP, 2020), data/statistics from various educational organizations in India, and research findings of global scholars.FindingsThe data and statistics show that principals in Indian schools do not receive the essential assistance to implement IE successfully. A lack of adequate data regarding the subject of debate is another point made by the authors.Social implicationsUnderstanding the hardships faced by Indian school principals would help readers recognize the leadership challenges for IE in India. Addressing these challenges is one of the best ways to fulfill the equity and inclusion goals emphasized in UN Sustainable Development Goal #4.Originality/valueThis article is the first to emphasize the importance of prioritizing principals in Indian schools, among other agents when trying to achieve inclusion.

NURTURING THE INCLUSIVE SCHOOL CULTURE AT FOUNDATIONAL LEVEL: A CASE STUDY

Inclusive education values the broad spectrum of learners’ diversity and uniqueness to the contribution of each students bring to the classroom from grassroots level. National education policy 2020 aims to make school education more inclusive and accessible for students with special needs and provide special education and support for the students with learning difficulties. The objectives of the present study to reveal (i) Attitude of school teachers towards students with special needs and inclusive school culture (ii) role of school management and Principal for nurturing the inclusive culture(iii) symbiosis of teachers, parents and community in catalyzing inclusive culture in school . The study is conducted in independent school in Narsingarh. Data collected by using interview, observation and document analysis. The purposive and snowball sampling technique is used to draw the sample. The sample includes teachers, special educators, school counselor, parents of child with special needs and community members. The findings of the study reveals that teachers have positive mental attitude towards students with special needs and inclusive culture. The school management and principal provides supports and adequate resources for inclusive culture. The community members are actively involved in nurturing inclusive culture in school.

Special Education Teachers' Knowledge on Inclusive Education Provision in Nepal

The study aimed to explore the knowledge and awareness of the teachers of special schools regarding the inclusive education policy of Nepal. The study was guided by a qualitative paradigm followed by a descriptive design. Five special schools from Kathmandu Valley were taken as sample schools, of which two were chosen from Kathmandu, two from Bhaktapur and one from Lalitpur districts by the convenience sampling method. Similarly, 15 teachers (three teachers from each school) were selected purposefully. The semi-structured interview protocol was administered to the teachers for collating in-depth information. Teachers were found to lack knowledge of inclusive education policy. Their acquaintance and familiarity with components of the inclusive education policy, such as limited knowledge of disability and structural provision, was found lacking, whereas they were quite familiar with the disabled-friendly environment and the educational rights of students with disabilities. Their knowledge of functional assessment was very poor compared to other components of the policy. Similarly, teachers lack knowledge and understanding of inclusive school culture, as mentioned in the inclusive education policy of Nepal.

“You’re just not real”. LGBTQ+ youth and the struggle for identity in school

ABSTRACT This study explores the challenges of students who identify as LGBTQ+ in six secondary schools in the south of England. Drawing on survey data from five schools (n = 257), and focus groups in six schools with 33 students, this study looks at the way that school culture and school climate operate and how these impact on the experiences of LGBTQ+ youngsters. This paper examines how school culture and climate serve to challenge, and occasionally affirm, LGBTQ+ identities, and how LGBTQ+ youngsters try to mediate the challenges raised by the culture and climate within schools. The comparison between schools shows that some provide more inclusive environments, but this is often at the level of the school climate, rather than the overall culture. Generally, schools should be looking to create more inclusive school cultures that are affirming of young people’s LGBTQ+ identities.

Barriers and facilitators for leading the development of inclusive school cultures in Chile

ABSTRACT A school with inclusive orientation should have a leadership team that works to develop a culture that promotes school inclusion. This is a difficult task, due to the administrative demands and excess of responsibilities that school principals and their educational teams have. This is why, this study aims to identify the barriers and facilitators faced by leadership teams to develop an inclusive culture within schools. Within the framework of a case study with an ethnographic focus, participant observations, document analysis, interviews and focus groups were carried out during 8 months in two Chilean schools that exhibit two different levels of development. The main results reveal that the barriers for leadership teams, regardless of the level of development of inclusive cultures, are related to the lack of promotion of student participation and a school leadership focus on the more bureaucratic aspects. However, the school with a higher development of inclusive culture presents less barriers and more facilitators, among which are the commitment of the leadership team to a pedagogical and inclusive focus, appreciation for diversity and promotion of teacher reflection.

Secondary School Teachers’ Perception of Occupational Stress Causes in Mwanza Region, Tanzania

This paper presents findings of the study that had examined the teachers' perception of the causes of occupational stress in Tanzania’s secondary schools. Grounded in the job-demand control model, the study employed a mixed methods research approach and specifically a descriptive design. The study collected data from a sample of 460 participants drawn from secondary schools in Mwanza city and Ilemela municipality, Mwanza region of Tanzania. The data were collected between December 2021 and June 2023 using a questionnaire with both open-ended and closed-ended questions to generate both qualitative and quantitative data. Interviews were also held with some of the purposively selected teachers to provide complementary in-depth explanation. The results show an increase in teachers’ heavy workload, low salaries, mounting debts, family problem, and a low rate of job promotion emerged to be major causes of occupational stress. These causes were mainly classified as environment, management, and interpersonal stressors. The secondary school teacher respondents identified other stressors as lack of support from administration and limited autonomy and control (work environment stressors), managing rights and needs, lack of professional development opportunities, insufficient on-the-job training and a lack of collaborative decision-making, and lack of support and resources (management); emotions, participants reported experiencing frustration, disappointment, depression and exhaustion (intrapersonal); and. poor relations, a lack of flexibility and adaptability, and a lack of patience and tolerance (interpersonal stressors). On the other hand, they suggested counter-strategies that included promoting a healthy work-life balance, providing emotional support and ensuring effective communication channels are in place. The study, therefore, recommends advocating for increased support and resources, strengthening professional development opportunities and developing a performance recognition system to address; fostering open communication, promote a positive and inclusive school culture, and providing conflict resolution and interpersonal skills training; enhancing the work conditions among teachers and promoting collaboration and collective action. Overall, addressing these stressors could allow educational institutions to create a conducive and supportive work environment capable of enhancing teacher satisfaction and effectiveness.

Creating inclusive schools to reduce health and well‐being disparities

AbstractIn the U.S., people with marginalized racial/ethnic, social class, sexual, and gender identities often have worse physical and mental health than people with more privileged identities. This paper reviews psychological research suggesting that inclusive school cultures can improve the health and well‐being of those with marginalized identities. Specifically, we review two examples of sets of ideas and practices in schools that create more supportive environments: (a) ideas and practices that recognize and include diverse identities and (b) ideas and practices that support interdependent ways of thinking, feeling, and acting. We also speculate about the psychological and behavioral mechanisms by which each protects health and well‐being, including reducing discrimination, increasing school belonging, strengthening positive ingroup identities, and allowing students to access culturally relevant support. We suggest that changing school cultures to make them more inclusive is one way to reduce health and well‐being disparities.

Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece

Our research examines Greek special and general education teachers' fears toward disability and their impact on teaching in inclusive classrooms. We interviewed 12 teachers from the region of Attica (Athens) and documented attitudes and beliefs toward disability, with the goal of identifying teachers' personal sources of resistance to inclusion. Medical paradigm of understanding disability and the absence of inclusive school culture are some of the results that revealed teachers’ sources of resisting to inclusive changes and the way these affect their teaching. Based on these findings, we discuss a two-pronged process that shifts the existing culture of understanding disability and welcomes diversity in schools.

The role of the principal in building an inclusive school culture in the opinions of teachers

The following dissertationis based on research that recapitulates the teachers’ view of the role of school headmasters in this process. The quoted theoretical contexts and research prove that this role is significant. Without a strong and inclusive leader, inclusion only happens behind the closed doors of the classroom. The research project was planned to show how today's Polish teachers talk about their superiors in the context of building of this culture. Part of the research results, concerning the pro-inclusiveness of school leaders, its assessment and the assessment of their own contribution to this process – is the field of analysis for this study.

Bullying and Autism Spectrum Disorder: Teacher Perspectives and the Role of the Speech-Language Pathologist

Purpose: The purpose of this study was to investigate teachers' perceptions of bullying of students with autism spectrum disorder (ASD) and their views of the speech-language pathologist (SLP) as a source of support regarding bullying management. Method: A web-based survey was created and distributed through e-mail and Facebook. One hundred twenty-six general and special education teachers completed the survey. The majority of teachers indicated teaching elementary grades ( n = 81, 64%). The remainder indicated teaching middle school, high school, or specialized school. The teachers' experience ranged from less than 1 year to greater than 10 years. All teachers reported teaching at least one student with ASD within the past 5 years. Results: The majority of participants acknowledged bullying of children with ASD as a problem and witnessed bullying at their schools. Teachers were least likely to select SLPs as school professionals who could play a valuable role in the management of bullying. Conclusions: SLPs' training in social communication places them in a unique position to contribute to bullying management. School-based SLPs should therefore educate school personnel on the unique and necessary role they can play to help foster a safe and inclusive school culture for students with disabilities, including those with ASD. Supplemental Material: https://doi.org/10.23641/asha.21554814

The Factors Motivating Parents to Choose Irish Immersion Education for their Child with Special Educational Needs

A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are motivating factors. Research on the factors that influence how parents select any school for their child with SEN states that an inclusive school environment and access to additional services are the primary motivators. Through semi-structured interviews, this study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school when they had the option of educating their child through the majority language of the community, English. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school in terms of them wanting their child to attend the same school as their other children, their love for the Irish language and culture, and the positive inclusive school culture of an Irish immersion school. The findings of this research will enable Irish immersion schools to identify the needs of the parents and families and further develop as inclusive learning environments.

Deciphering Management by Objectives and Results in School Organizations

This study aims to unveil Management by Objectives and Results implementation process in school organizations. For this purpose, a review of the relevant literature was conducted in order that MBOR is outlined and analytically described through its unfolding in school management and administration. MBOR as a useful tool integrated in the context of New Public Management after its initial introduction and deployment in public administration was later adopted in education and adapted in school settings, so as to contribute to school effectiveness, school improvement and augmented inclusiveness at schools through cultivating inclusive school culture and leadership. Data analysis revealed that MBOR continues to affect school management in several countries, as it appears to be utilized in national education systems influencing mainly the Nordic countries and the UK as well as southern European countries in a more superficial way relate to soft modes of governance. Finally, this study deepens our understanding about MBOR through the detailed presentation of its application in school management and leadership and the impact of this model on teachers and school principals.