Belonging in education: co-designing an evidence-informed model of practice

Building on previous work, this project focuses on progressively working towards building more equitable and inclusive education systems, where belonging is the guiding principle.

Research shows that increasing numbers of children are missing out on education through school exclusion and low attendance, with children who experience other life challenges the most affected. Relational approaches have been identified as a promising way to address this problem. This project will accelerate the impact of our previous research on school exclusion, and relational practice by building a network of practitioners, system leaders, and academics working in education, children’s social care, special educational needs and disabilities, and youth justice to co-produce interventions that are compatible with different approaches, improve educational inclusion and outcomes, and can be robustly evaluated.

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