Inclusion is central to England's education policy—but what it means is changing

This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: Inclusion has become one of the most prominent concepts in contemporary education policy in England. Its position at the center of the Department for Education's ambitions can be seen in recent guidance on the creation of "inclusion bases," spaces that support students with additional needs in mainstream schools.

It is also present in wider reforms designed to support children and young people with special educational needs and disabilities (Send). These include guidance for schools developing an inclusion strategy. The inclusion bases are designed to include those with Send, pastoral needs and those at risk of being excluded from school.

The intention is to provide targeted support while maintaining connections with mainstream education. The guidance promotes inclusion as something delivered through high-quality curriculum design and by schools and professionals working in partnership. It requires good leadership and an accessible environment.

Yet, despite this policy emphasis, a fundamental question remains unresolved: What exactly does "inclusion" mean? Inclusion is often treated as a self-evident term, despite being interpreted in different ways by policymakers, researchers, teachers, parents and learners. It can mean educating children with special educational needs in mainstream schools—including them.

But research suggests that inclusion may be better understood through learners' experiences of belonging, participation and recognition. The 1994 Salamanca Statement was an international agreement on inclusive education, adopted at a UNESCO World Conference on Special Needs Education. Representatives from 92 governments and 25 international organizations agreed that children with special educational needs should have access to mainstream schools and that schools should adapt to meet the needs of all learners.

This takes place in "schools for all," where differences are recognized and supported. However, inclusion extends beyond disability. It encompasses a wide range of factors that may shape educational experiences, including poverty, ethnicity and race, language and migration, and LGBTQ+ learners.