The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria. Qualitative data were analysed using a three-stage process of thematic analysis. Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement and participation of students across different school activities. The data suggests that if schools wish to be more inclusive of all learners, schools need to continue to invest in and explore ways of shifting toward a more participatory approach to the learning environment.
Kemp et al. (2025) studied this question.