Enhancing positive wellbeing in schools: The relationship between inclusion and belonging

Abstract

In recent years, there has been a growing emphasis on the importance of inclusion, school belonging, and wellbeing in schools. However, there is a need to critically examine these concepts and their intersections to create environments that truly promote positive wellbeing for all students. While there is existing literature on inclusion, school belonging, and wellbeing in schools, there is a lack of critical examination of the assumptions that underpin these concepts and their intersections. This chapter aims to critically examine the intersections of inclusion, school belonging and wellbeing in schools, and to unpack the underlying assumptions and values that may manifest in different ways depending on contextual factors such as culture, race, gender, and sexuality. The chapter begins by discussing the importance of inclusion, school belonging, and wellbeing in schools, and the ways in which these concepts are often promoted. It then goes on to examine the assumptions that underpin these concepts, including the assumption that inclusion is universally positive and desirable for all students, the assumption that all students have a desire and a need to feel connected to their school community, and the assumption that positive wellbeing is an attainable and sustainable goal for all students. The chapter acknowledges that these concepts may manifest differently depending on contextual factors, and that they may fluctuate over time. It also provides a real-world reflection from an Autistic perspective that emphasises a one-size-fits-all approach may not be effective. Finally, the chapter concludes by highlighting the importance of taking a nuanced and critical approach to these concepts to create environments that truly promote wellbeing for all students and conditions to thrive.