The Inclusive and Relational Approaches Working Group
Who are we?
The inclusive and relational approaches working group is made up of educators, charity leaders and sector experts.
We have come together to raise awareness of the need for inclusive, relational approaches as they relate to belonging in education, with the government, policymakers and the wider sector. We aim to share evidence and best practice on facilitating inclusion, relational approaches and a sense of belonging for children in school.
Group membership
- Adoption UK
- Attachment Research Community
- Be Free Campaign
- Chance UK
- CYPMHC
- Educating Horizons
- Family Action
- Greenhouse Sports
- Impact on Urban Health
- Inclusive MAT
- Lifespace
- Maureen McKenna
- National Counselling and Psychotherapy Society
- Partnership for Children
- Place2Be
- Ripple Primary School
- SquarePeg
- The Centre for Emotional Health
- UK Council for Psychotherapy
- YoungMinds
Our key asks:
- In tackling the attendance crisis, and reducing suspensions and school exclusions, we are asking the government to listen to the third sector’s expertise on belonging, inclusive education and relational approaches.
- Training on inclusive, relational approaches should become part of Initial Teacher Training, and the Early Career Framework. This training should also form part of continued professional development for teachers, with protected time for teachers to take part in training on the topic, to facilitate a move towards inclusive school cultures as the norm.
- Ofsted to proactively inspect for the extent to which schools create inclusive learning environments, where pupils can build strong relationships with educators, and all pupils are able to access the curriculum, as part of reaching an outstanding judgement.
- All schools should have a responsibility to regularly assess the social, emotional and mental health needs of all children and young people in their setting, and to put in place
appropriate support to address the needs identified and ensure the wellbeing of all pupils. - As part of the government’s mission to break down barriers to opportunity, the government should consider how they will take into account children and young people’s voices, when developing policy regarding inclusion in education.
FAQs
What is belonging?
Goodenow and Grady define belonging as: “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment.”(1)
What is an inclusive approach to education?
UNESCO defines inclusion in education as “an inclusive approach to education means that each individual’s needs are taken into account and that all learners participate and achieve together. It acknowledges that all children can learn and that every child has unique characteristics, interests, abilities and learning needs. Special focus is placed on learners who may be at risk of marginalization, exclusion or underachievement.”(2)
What are relational approaches?
We use Wakefield Educational Psychology Service’s definition of relational approaches: “Relational approaches are universal practices that value the essential nature of relationships in enabling individuals to develop, learn, adapt and thrive [...] Relational practice shapes all levels of a school setting, including ethos, policy, procedures and everyday interactions. It provides the power and the practical tools to schools to adapt to the emotional and developmental needs of all young people, including those who are most in need.” (3)
How can I get involved?
If you would like to join the group, or hear more about our work, please email anna@nurtureuk.org.