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Abstract Despite ongoing development of the international understanding of the values and goals of inclusive education, attempts to implement it remain incomplete. This study's aim was to clarify how participation and agency are defined in research on inclusive education and how participation and agency might be more effectively promoted to enhance inclusive education. The research was conducted as a conceptual analysis with the concepts of student participation and agency as the main focus of the analysis. The conceptual analysis process surfaced five emergent themes: recognition of societal barriers at school; appreciation of student diversity and cultural competence; community and collaboration with various stakeholders; promoting students' engagement; and enabling learning for all students. These themes include academic, social, and emotional and collective dimensions. Inclusive education appears as an institution whose everyday modes of interaction, pedagogical solutions and power dynamics can be difficult to recognise, let alone change towards a participative direction. Promoting student participation and agency requires professionals in schools to have the ability to primarily renew their own agency so that they can enable students to foster future orientation and active adulthood.
Lakkala et al. (Fri,) studied this question.