For decades, debates around inclusive education have persisted, with systems globally striving to make schools more inclusive. Yet, how much progress has truly been made? Despite years of reform and substantial financial investment, increasing numbers of students are being excluded or removed from schools. In Australia, no state or territory government has fully committed to inclusive schooling. That leaves the responsibility for inclusion largely on individual schools. In the ongoing debate, the founding principles of inclusion have been overshadowed, despite our classrooms being more diverse than ever.

Interpretations vary

Interpretations of inclusive education vary. In its purest form, inclusion means that all students are educated at their local school. However, this is far more complex in practice. Many schools that claim to be fully inclusive are, in reality, operating under models resembling the integration strategies of the 1980s and 1990s rather than true inclusion. To be “included” implies being part of or brought into something. Yet we rarely ask whether what we are including students into is actually worthwhile. While inclusive education offers clear benefits, there is an urgent need to shift our focus away from the notion of inclusion to providing a good education for all.

Reflecting on the current state of education, it is evident that the vision of inclusion has fallen short. It has also become narrowly associated with accommodating students with disabilities. The current model of inclusive education is not just limited, it is flawed. School leaders and teachers are under immense pressure. In many cases they are expected to meet the needs of all students without adequate knowledge or support. Many schools attempt to implement inclusive education using an outdated integration model, rather than working to establish inclusion as the usual way of doing things. This can leave teachers working in isolation to navigate the complexities of making lessons more inclusive, manage challenging classroom behaviours, whilst also improving academic outcomes. This balancing act is unsustainable, and often leads to burnout, frustration, and negative attitudes among educators. At its worst, it leads to attrition.

Is inclusive education attainable?

A huge burden has been placed at the feet of school leaders and teachers. Schools are expected to meet the needs of all students with an education system premised on structures not all that far removed from what they were many decades ago. School leaders and teachers want students to succeed. But they are struggling to figure out how to meet the increasingly diverse needs of students within a system that expects continuous improvement in academic outcomes while providing limited resources.

Evidence suggests that increasing student engagement is key to improving outcomes for all students. Yet, school leaders and teachers are faced with ever increasing rates of scrutiny, standardisation and accountability. This is a result of systems operating within a neoliberal paradigm that often seems more focused on metrics than on the provision of good education. Headlines frequently highlight the failures of schools and apportion blame to poor leadership and teaching. 

Like integration in the 1980s, the notion of inclusion as it stands now carries with it baggage attached to years of heated debate and very public failures. We argue that inclusive education, within the current educational zeitgeist, is an illusion. Today, more students are being suspended and excluded than ever before. Homeschooling numbers are rising. Teachers are leaving the profession in droves. And school leaders are experiencing harmful levels of stress. Now is the time to move beyond inclusion. 

Illuminating good education

It is time to shift our focus to what truly matters – providing a good education to all students. Rather than clinging to the illusion of inclusion, let’s take this opportunity to rethink our education system. A broader, more responsive and flexible approach is needed, one that genuinely serves the diversity of all students. This requires rethinking policies, providing better support for teachers, and ensuring that schools are adequately resourced.

The notion of a good education prompts us to consider the very purpose of education. What do we hope to achieve with compulsory education? How can we ensure that every student benefits from their schooling experience? At its core, the purpose of education is to prepare students for life beyond the classroom. Education should aim to foster a love of learning, encourage curiosity, and help students develop the skills they need to navigate an ever-changing world.

Moving forward

We need a shift in mindset and we need to stop thinking about inclusive education as something to be implemented or attained. We need to stop framing it as one policy agenda that is often in conflict with other educational reforms. Repositioning the debate to one centred on good education asks us to step back and see the bigger picture. It forces us to bring together the various components of education that are too often managed in silos and view it as a single construct.

Governments around the world need to rethink the way they ‘do’ schooling. This means overhauling outdated structures, processes and models of practice. It requires a change at every level, from school design to curriculum development to assessment requirements. Funding models need to be restructured to ensure all students have access to the resources they need. Governments need to work with universities as both research partners and teacher education providers. Voices of communities are fundamental to this conversation, allowing for dialogue to co-create powerful educational policies that can drive sustainable change.

The next challenge

The challenge to move from a debate around inclusive education to one that centres on a good education is significant. But so is the opportunity. Leaders and teachers require policies, resources, and supports necessary to respond to the needs of all students in an equitable way. Prioritising a good education for every child and young person can ensure each student is given an opportunity to thrive. This notion can no longer be positioned as an illusion. With changes to the structures of schooling, it becomes a realistic and achievable goal. Perhaps more importantly, it becomes a moral imperative.