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
This book will help us to achieve the educational outcomes that we all hope for - if acted on, its recommendations have the power to create a new culture of schooling
Ross Dean
Victorian Educational Leadership Consortium, Australian Education Union