'Making inclusion a reality, not a rhetoric'

 

We all love a good speech, don’t we? A room full of nodding heads, a leader passionately declaring their commitment to inclusion and how every child matters, even the ones down the road. It feels inspiring and stirs something within us. But the reality is that words, no matter how powerful, do not equate to action.

While speeches can ignite a moral imperative to do good, they cannot equip a teacher grappling with how to adapt their lesson for a child with sensory processing needs. They don’t instill confidence in support staff working with children experiencing complex social, emotional, and mental health challenges. Talking about moral purpose is important, but it’s just the starting point. Inspiration alone is not enough; action and investment are required to make inclusion work.

If we truly want inclusion to mean something, we must ask ourselves: how are we investing in it? Are we equipping our staff with the skills and confidence they need? Are we providing the practical tools and training to support inclusion? These are the critical questions that should guide us.

The reality of SEND funding and support is undeniably challenging. Budget constraints, stretched resources, and increasing demands for specialist provision create significant barriers. But acknowledging these challenges should not weaken our resolve. Instead, it should sharpen our focus on what is within our control: equipping staff with practical skills, fostering collaboration, and maintaining high expectations for every child. Limited funding calls for innovation and determination, not inaction.

If I had to choose between a teacher who cares deeply about children but lacks the skills to meet their needs, or one who is a skilled, adaptive practitioner who can deliver high-quality lessons for all children, I would choose the latter every time. This isn’t to diminish the importance of care; it’s the foundation of our profession. But care alone is not enough. Without competence, even the best intentions can falter when faced with complexity.

Caring is the baseline; it is the job’s starting point. What sets educators apart is their ability to adapt, be agile, and teach in ways that bring out the best in every pupil. Inclusion requires more than good intentions, it demands skill, strategy, and consistent effort.

In leadership, we often celebrate moral purpose as the pinnacle of our intentions. Yet, moral purpose alone does not fund the CPD budget. It doesn’t create time for peer reviews or team planning. It doesn’t ensure high-quality resources are available in classrooms or build teacher confidence. When moral purpose is emphasised without accompanying action, it risks becoming performative—a badge of honour rather than a non-negotiable expectation.

True inclusion means doing what is right for children, which requires investing time, money, and effort. It means moving beyond wanting to make a difference to actually making one. To create inclusive schools, we need to shift our focus from speeches and vision statements to practical strategies and tools that empower staff. This includes:

• Equipping teachers with training that extends beyond awareness and into actionable strategies.
• Providing access to resources like assistive technology and adaptable lesson plans.
• Creating opportunities for collaboration through peer reviews, lesson observations, and shared planning sessions.
• Fostering a culture of reflection and continuous improvement.

Anything we put in place to support action, staff, and children must be of the highest quality. It needs to be quality-assured and grounded in a strong research base. The risk of rushing to implement something without ensuring its effectiveness is significant; poorly executed initiatives can waste funds, time, and capacity, leaving us no better off than if nothing had been done. High-quality, evidence-informed strategies are essential to making a meaningful impact.

The SEND Code of Practice outlines four broad areas of need, and each requires tailored approaches. Embedding reflective questions into decision-making can guide leaders in taking meaningful action:

Communication and Interaction: Are teachers confident in using visuals, scaffolding language, and supporting pupils with speech and language difficulties? How are you ensuring staff understand the needs of pupils with communication challenges?

Cognition and Learning: Do teachers know how to differentiate without diluting expectations? Are staff equipped with practical tools to adapt lessons for children who learn differently?

Social, Emotional, and Mental Health: Are staff trained to recognize signs of anxiety, trauma, or mental health challenges, and do they have strategies to support these pupils? How are you promoting emotional resilience across your school?

Sensory and Physical Needs: Is every classroom accessible, and are adjustments being made to ensure inclusivity? Are staff prepared to implement sensory-friendly practices where necessary?

Reflecting on these areas is not about ticking boxes; it’s about a commitment to develop staff to meet the diverse needs of their pupils consistently, every single day. Inclusion is a practical reality, not just an aspirational goal.

High expectations for all are crucial. One of the biggest barriers to inclusion is the belief that having SEND limits achievement. Skilled teachers challenge this narrative by holding high expectations and removing barriers to learning. Inclusion is not about lowering the bar but ensuring every child has the support needed to reach it and beyond. 

Inclusion is a collective responsibility. Leaders, teachers, and support staff all play a role in fostering a culture of inclusion where children’s diverse needs are met daily. This means:

• Leaders developing policies that prioritise inclusion.
• Teachers embedding adaptive practices into their routines.
• Support staff receiving proactive, not reactive, training.
• Everyone holding themselves accountable for their actions, not just their intentions.

As a school leader, ask yourself: How are you investing in inclusion in your school? Not whether you care about it or believe in its moral purpose, but how you are embedding it into the day-to-day realities of your school’s operations.

The challenges are real, but they are not insurmountable. True inclusion thrives when we focus on what we can do: equipping staff, fostering collaboration, and maintaining high expectations. Inclusion is not a luxury or an add-on; it is the core of our work. Children with SEND deserve more than our compassion. They deserve our competence. So, let’s move beyond words and focus on meaningful action that creates schools where inclusion is not just a vision but a lived reality.

Caring is essential, but doing is what truly counts.