We report on a recently completed study, which examined the relationship between educational achievement and inclusion and, specifically, explored how schools might support both high levels of achievement and inclusion for all students. The following key questions shaped our work:

• How can schools ensure high levels of inclusion as well as high levels of achievement for everyone?
• What strategies do schools use to raise the achievement of all students whilst safeguarding the inclusion of others who are more vulnerable?
• How might research into these matters be carried out, and what kinds of evidence are needed?

We undertook and published a similar study a decade ago (Black-Hawkins, Florian & Rouse 2007). However, we returned to the topic because of significant changes that have taken place in the last ten years in the UK as well as more broadly across Europe, and beyond. These provide a rationale for the study as set out below.

First, a decade ago the term inclusion was predominantly understood to refer to students identified with special educational needs and/or disabilities. At that time, many schools were resisting pressures to enrol such students on the grounds that doing so would have negative effects on the academic achievement of other students and/or lower overall standards. Although developments since then have challenged this position, evidence about the relationship between inclusion and academic achievement remains inconclusive, requiring further examination.

Second, the conceptualisation of educational inclusion has, in recent years, broadened to encompass a much more complex understandings of student diversity (UNESCO 2015; EADSNE 2012); for example, taking account of patterns of migration, languages spoken, ethnicity, child poverty, family circumstances. Furthermore, these forms of identity and identification are recognised as shifting and multifaceted. For example, Alexander (2010) has described the ‘complex experiences and interactions which are the reality of children’s lives’, noting how ‘inequalities are interlinked’.

Third, concerns about educational achievement, particularly by national governments, have also changed. This is reflected, for example, in policy responses to comparative  national performance data (e.g. PISA) and unease regarding national economic competitiveness. Notably, there is now a greater concern about the so-called ‘underachievement’ of some students and, particularly, in relationship to ‘closing the gap’ between the achievements of students with lower socio-economic status than their peers.

Finally, in the original study we focused on schools in England only. However, in the context of increasing political devolution our study considers the challenges posed by the rapidly changing educational policy contexts of each of the four countries of the United Kingdom (UK): England, Northern Ireland Scotland and Wales.  Of course, direct comparisons between schools in each of these four countries are difficult if not impossible, because of complexity of the variations between and within them (Beaton and Black-Hawkins 2014). Nevertheless, the conceptual and philosophical problems of access to, and equity in, education for all children and young people continue to be shared concerns.

Furthermore, our research resonates strongly with the conference’s theme, “Reforming Education and the Imperative of Constant Change’. Over the last decade both inclusive education and educational achievement have been the focus of educational reform throughout Europe (EADSNE 2012) and, as such, have undergone constant change. The relationship between educational researchers and policy-makers in these fields has not always been straightforward, and the findings of research have not necessarily be seen as relevant by practitioners, students and their families. Therefore, a key aim of the study has also been to explore the kinds of evidence that is considered useful by policy makers, researchers and schools, and to offer guidance to those who wish to undertake research on the relationship between inclusion and achievement.

Alexander, R. (2010) Children, their world, their education: Final report and recommendations of the Cambridge Primary Review, London: Routledge. Beaton, M. C. and Black-Hawkins, K. (2014) 'Changing legislation on inclusive and special education: perspectives across the four nations of the UK'. British Journal of Special Education, 41: 340–343, DOI: 10.1111/1467-8578.12084. Black-Hawkins, K. (2014) Researching inclusive classroom practices: the Framework for Participation, In L. Florian (Ed.) (2014) The Sage Handbook of Special Education, (2nd Edn) London: Sage. Black Hawkins, K., Florian, L. and Rouse, M. (2007) Achievement and Inclusion in Schools, London: Routledge. EADSNE (2012) Teacher Education for Inclusion: Profile of Inclusive Teachers, Odense, Denmark: EADSNE. Florian, L., Black-Hawkins, K. and Rouse, M. (2017) Achievement and Inclusion in Schools (2nd edition), London: Routledge. Stake, R. E. (2006) Multiple Case Study Analysis. London: The Guilford Press. UNESCO (2015) http://en.unesco.org/themes/monitoring-and-coordinating-education-development.