Why putting inclusion first doesn’t mean putting attainment second

Sunday 16th September 2018


Today the TES published my article on meeting the needs of children who have experienced trauma, Pupils with traumatic pasts need an inclusive classroom.

In it I argue for a rebalancing of the relationship between attainment and inclusion, suggesting that putting inclusion first does not mean putting attainment second, such that “building inclusion and acknowledging the post-traumatic and attachment needs of children adopted from care – and many other young people – is not an alternative to academic success, but a prerequisite for it”.

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Lessons From Lockdown
For too long, changes to the education system have been driven by political considerations, short -term difficulties and even, at times, nostalgia. Lessons From Lockdown sets out why this piecemeal approach to reform needs stop and provides an invaluable contribution to the debate that now must take place.
Rosemary Bennet
Former Education Editor, The Times