Why putting inclusion first doesn’t mean putting attainment second

Sunday 16th September 2018

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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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