Boosting inclusion in the young learner classroom

Classrooms, schools, and the world around us are better when they're inclusive. That means everyone, of all abilities and from all backgrounds, is represented and accommodated. It’s the equivalent of someone saying “can we join in?” and the response being a resounding “yes!”.

Research shows that inclusion can positively impact students’ academic performance. It also prepares students for diverse environments, promotes greater empathy and tolerance, and can fuel innovative thinking. And the sooner children are exposed to inclusive spaces, the more natural it will be for them to promote and foster inclusion throughout their lives.

How to boost inclusion in your school

But teachers have to consciously strive towards being inclusive. Students’ needs are constantly evolving, and so too should inclusive strategies. Let’s explore some steps you can take to boost inclusion in schools and beyond.

Create inclusive play spaces

Play is a core part of learning, and young children’s recreational time should be just as inclusive as more formal learning environments. In fact, a study into behaviours of young children in an inclusive play area revealed that not only did more children interact with the equipment there, but also that children from other age groups were similarly engaged in the space.

Young students experience much of the world and develop emotional intelligence by interacting with their peers, experimenting, and having freedom to express themselves. With that in mind, play spaces should be safe, welcome places for children with all capabilities. For example, sensory spaces with tactile elements like sand, textured mats, and water tables cater to children with sensory processing challenges. These components help children explore different textures, sounds, and visuals – which supports their development and makes playtime dynamic and fun.

Play spaces should naturally be accessible to children with physical disabilities. Wheelchair ramps, soft play areas, and swings with harnesses ensure that students can participate in play securely and socialise with others. It also promotes gross motor skills, coordination and physical fitness among all students, and gets them familiar with assistive equipment (which should feature in inclusive spaces across their lives).

Picture schedules, clear labels and demonstrations about how to use parts of play areas can support children with autism and other communication challenges. Meanwhile, quiet play areas, away from the active learning spaces, can be a retreat for children who are overwhelmed by sensory or social interactions. These areas could have bean bags, soft lighting, and books or fidget toys to help children feel calm and centred.

Foster social-emotional development

Social-emotional development is how children come to understand and manage their emotions, establish and maintain relationships, and how they make decisions. It helps them navigate social interactions and life challenges, and can make classrooms more inclusive. According to analysis, social-emotional learning can contribute to reducing performance gaps between disadvantaged children and their peers. So, as the teacher you have a big role to play in helping your youngest students’ social and emotional development

The more that you help students understand their feelings and the feelings of others, the less likely they are to engage in bullying and exclusive behaviour. Likewise, students can be more aware of how others are affected by obstacles in their daily lives and can advocate for their friends and classmates. For example, a student could recognise that a peer who is particularly shy doesn’t want to speak in front of the class in a group presentation. They could let the teacher know and choose to share the speaking section with the shy student or suggest that they take on a different role in the presentation.

To encourage social-emotional development at school, try hosting morning meetings where young students can share their feelings for that day. You could also incorporate stories and discussions that give students plenty of chances to understand the spectrum of emotions. Collective games and peer feedback additionally help to create a supportive classroom culture and help children to build their social and emotional intelligence.

Build a classroom library of diverse books

Literature and storytelling are powerful tools for students’ development and wellbeing – and what children read in books influences how they see themselves and the world around them.

So, it’s really important to curate a diverse collection of books in your classroom. That way, all your students will feel represented. These books give students a sense of belonging and teach them that the differences between communities are something to celebrate.

Examples of diverse books include:

• The Name Jar by Yangsook Choi, which tells the story of a young, Korean girl who learns to embrace her unique name. 
• Julian Is a Mermaid by Jessica Love which challenges gender stereotypes and encourages self-expression. 
• All Are Welcome by Alexandra Penfold which celebrates cultural diversity in education, and 
• The Same But Different by Molly Potter which includes characters who speak different languages, are from different countries, and have different physical capabilities.

By having these books readily available and shared in the classroom, young learners can respect and value that people aren’t the same, but that everyone deserves to be part of a story - an important step in building a truly inclusive classroom culture.

Collaborate with families and specialists to provide individualised support

Every student has their own set of needs and preferences. Working with students’ family members and specialists can help teachers detect these needs and address them effectively within the classroom. Not only does seeking this input mean that your students’ needs can be better personalised to them, it enables you to understand students’ home environments and cultures more deeply.

For example, you could come to learn that a student can’t eat certain foods for religious reasons. You could then discuss with a nutritionist how to respect the decision and still check that the student is eating well at school. Similarly, if one student has a stutter, you could work with a speech therapist who may suggest letting the child communicate via picture cards in class.

This approach leverages the expertise of students’ families and professionals to create a school environment that is truly inclusive. It establishes an environment where children have the support they need without feeling singled out. It also allows you to integrate diverse needs in the classroom in a way that is respectful and transparent – so other students become accustomed to various lifestyles and requirements.

Inclusion is an ongoing process. Educators and schools have to repeatedly review and improve how they try to be inclusive. Following the four steps above can be a foundation for inclusion, but you have to stay updated on research and best practice around inclusion too, and of course, check in with students directly. Remember, the people who matter most in inclusion are: ...everyone.

Further reading

Learn more about being more inclusive in the classroom. Read How AI in education can help improve your school accessibility and How to build a strong school community at primary level.