Inclusive education is often mandated in many countries through national legislation that is undergirded by global recommendations from recognised organisations like UNESCO (UNESCO, 2016). Student diversity within contemporary classrooms is increasing as learners adopt varied means of processing and expressing information received in the mainstream classroom. It is therefore essential to reconsider the responsibility and roles of modern educators, and of how different stakeholders located within the learning context, can best accommodate student needs (Subban & Sharma, 2021). This study proposes the adoption of more collective responsibility, drawing on the plethora of skills and knowledge vested in teachers, school leaders, paraprofessional staff and parents. In this context, Bronfenbrenner’s Ecological Systems Theory (1974) framed the view that classrooms, and indeed schools, are microcosms of society. If these spaces are to enhance societal functioning overall, there would need to be more socially-responsible sharing of responsibilities when attempting to include all students (Bronfenbrenner, 1974). Emanating from this premise, the study positions the contemporary classroom as a village, drawing together all stakeholders in order to foster a nurturing, compassionate space in which students with varying learning profiles are appropriately accommodated. The study draws on the cumulative wisdom of a group of collaborating academics involved in both teacher education and inclusive education. This convenient sample included experts in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Their joint dialogue yielded four key themes that should be incorporated into the learning environment to promote intentional collective responsibility. These themes included the creation of a nurturing community; the development of empathetic relationships; building supportive interaction between stakeholders and designing learning programs involving targeted teaching. Creating adaptable and flexible learning contexts is fundamental to inclusive education, so dialogue of this nature will continue to inform the work of inclusive educators, researchers and educational administrators in the field.

Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child development, 45(1), 1-5. Subban, P., & Sharma, U. (2021). Supporting inclusive education benefits us all. The Sydney Morning Herald. Accessed from: https://www.smh.com.au/education/supporting-inclusive-education-benefits-us-all-20210219-p57439.html. UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Education 2023. UNESDOC Digital Library., Accessed from: https://unesdoc.unesco.org/ark:/48223/pf0000245656.