Social inclusion is recognized as a central aspect both for pupils' well-being and for educational outcomes. It is inversely related to school dropout rates, truancy and school violence (De Witte et al. 2013; Gottfried, 2019; OECD, 2018). Social inclusion among pupils can be increased by strengthening pupils’ participation, understood both in terms of social participation (being a part of) and political participation (to have a say). Social inclusion and participation is therefore related theoretically to belonging (Riley, 2019). Professionals in (non-formal) education can enable or hinder social inclusion. To engage children in participating actively in their lives, teachers and educators must develop learning opportunities where pupils can experience themselves as active agents (Elvstrand, 2009). The professionals’ attitudes and tolerance are the vehicles for the construction of an inclusive and participatory society (UNESCO, 2005).

The KA2 project “Social Inclusion through Pupils' Participation (SIPP)”, funded by Erasmus+ and Movetia (Swiss pendant), seeks to enhance teachers and pedagogical staff in schools to explore and develop professional work based on pupils' perspectives and experiences on social inclusion. The professionals firstly deepen theoretical knowledge and professional competence on best practices and collegial international exchange, secondly create didactical and educational material and thirdly evaluate strategies where teachers and researchers in cooperation develop learning opportunities that support pupils' inclusion, belonging and agency.

The project takes its standpoint from pupils’ own perspectives and their experiences of their daily life at school, within the classroom, on the playground, before and after the lessons at the school, and their possibilities to participate in aspects of social and political participation (Thomas, 2007; Elvstrand, 2009). Therefore, child-centered methods to capture their perspectives are the keystone for all activities in respect to social inclusion and the foundation for the teachers’ efforts in developing didactical tools. National and international professional collegial exchange among researchers and practitioners is considered as expert coaching that initiates innovative professional development.

Project partners are national educational researchers and national professionals of primary education from five European countries (Denmark, Estonia, Italy, Sweden, Switzerland), developing activities for educational settings that enhance social inclusion. The project benefits from the European cross-cultural exchange, from the wide range of expertise represented by the project partners and their cultural and educational background and the diversity and different cultural experiences of pupils’ inclusion across different national contexts.

The project aims for educational actions with a European dimension that are transferable to diverse educational contexts, such as in the classroom but also outside. The diversity of children’s voices is a strength that creates attractive conditions to develop sustainable knowledge and didactical tools to enhance social inclusion which meet pupils’ different needs in Europe.

In this symposium, we first present an overview on the thematic framework and project design (Part I), before giving a deeper insight into child-centered research methods (Part II). Afterwards, every country presents their national context and an example of a school activity with the goal of enhancing social inclusion among pupils (Parts III and IV). In the end we will find time to discuss the presented contents with a wider audience.

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