This paper presents research findings from a cross-sector study: Are We Included? This project began in 2021 in the city of Plymouth, UK. It is the 2nd largest city in the southwest of England with a population of approximately 265,000. A primary objective of this research was to understand parental perspectives about the inclusion of their child in Plymouth. Research on this topic in the UK and globally is limited (Blandford, et.al, 2023; DfE, 2022; Holland & Pell, 2017) Plymouth is an area of considerable deprivation impacting on student, parent and carer participation in mainstream education compounded by the 2020 – 2022 pandemic. At this time, national policy aimed at improving outcomes for all students had created system-led changes - increased Academisation, the bringing together of Alternative Provision and Special Education Needs, emphasis on English and maths, a one-size fits all behaviour model, and increased powers for Ofsted. This nationally funded levelling-up project aimed to both determine and improve inclusion in all 19 city secondary schools– as reflected by stats on student attendance, participation, and attainment. The data was collected using a series of questionnaires and interviews with students, teachers, and parents. This research will only report on the findings of the survey from parents. A total of 398 parents responded to the survey that examined their Perceptions about inclusion (Sharma et.al, 2022). The interview question examined their responses to these three questions. 1- How do you define or what do you understand by effective inclusive education for your children in this city? 2- What are the challenges you and your children have faced when accessing inclusive practice in schools? 3- How and/or in what way do you as key stakeholders in the delivery of inclusive education to your children, think these challenges can be addressed? Data were analysed using descriptive statistics and thematic analysis. We discovered the majority of parents felt teachers were doing their best to include all children in school but thought more could be done to establish better relationships and communications with families. Many felt their school had a preference for defaulting children with behavioural and/or SEND needs to the school SEND hub, rather than supporting them to continue attending their classes. There was also much concern expressed about the systems’ overreliance on referring children with behavioural needs to the city’s already overstretched Pupil Referral Unit (PRU), rather than providing behavioural support in-house.

Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Schools Collaborate To Make Inclusion Work. Teaching Times. Available at: https://www.teachingtimes.com/schools-collaborate-to-make-inclusion-work/ DfE (2022), SEND Review: Right support. Right place. Right time. Department for Education London: HM Stationery Office. Holland, J. & Pell, G. (2017) Parental perceptions of the 2014 SEND legislation, Pastoral Care in Education, 35:4, 293-311, DOI: 10.1080/02643944.2017.1392587 Sharma, U., Woodcock, S., May, F., & Subban, P. (2022, July). Examining Parental Perception of Inclusive Education Climate. In Frontiers in Education (Vol. 7, p. 907742). Frontiers.