Relational Inclusivity (RI) foregrounds the notion of relationships among students, especially those with identified Special Educational Needs and Disabilities (SEND). In this paper, I argue that RI is a critical aspect of mainstream educational settings, fostering a sense of belonging and emotional well-being among all students. When we refer to RI, we are addressing the extent to which all students are interwoven into the social fabric of their educational surroundings. This concept is grounded in the fundamental belief that students' feelings of belonging are crucial for both their academic development and socioemotional learning. We introduce it as a distinct term to underscore that programmatic models of inclusion may not inherently lead to genuine inclusion in all aspects (Mamas & Trautman, 2023). Instead, the active monitoring, development, and maintenance of RI are imperative to ensure that students, especially those with SEND, can fully participate and engage in their educational environments. In our previous work, we argued that RI comprises four dimensions or networks of relational ties; friendship, recess, academic support, and emotional wellbeing networks (Mamas & Trautman, 2023; Mamas et al., 2024). This paper explores the first dimension, namely friendships.
The paper addresses one main research question: What are elementary students' perspectives on the importance of friendships? This central research question aims to explore the subjective experiences and viewpoints of 21 4th grade school students regarding the significance of their friendships with peers. By delving into their perspectives, I sought to unravel the nuanced ways in which friendships contribute to the overall well-being and academic experiences of these students as it pertains to their RI. Through a qualitative case study design, 21 semi-structured interviews were conducted in two grade 4 classrooms in a highly diverse school in Southern California. The goal of the interviews was to capture the richness and diversity of students' experiences, thoughts, and feelings regarding their friendship ties and connections with peers.
The conceptual framework guiding this research is grounded in the concept of RI. As highlighted above, RI encompasses the idea that fostering positive and inclusive relationships within educational settings is fundamental for the overall well-being and development of all students, particularly those with SEND (Mamas & Trautman, 2023; Mamas at al., 2024). Within the framework of RI, the emphasis is placed on creating an environment where every student feels a sense of belonging and connection. This extends beyond mere tolerance and involves actively promoting positive relationships, empathy, and mutual respect among students. Friendship, being a fundamental aspect of social interaction, plays a pivotal role in the manifestation of RI within the elementary school context.
In this paper, I approach RI from a social network perspective (Borgatti et al., 2018). The social network perspective in the context of RI and friendship provides a valuable lens through which to understand the intricate dynamics of interpersonal relationships. Viewing friendships through the social network perspective involves recognizing that these connections form a complex web of interactions, influencing and being influenced by the broader social environment. In this framework, each student is considered a node within the social network, and friendships represent the links that connect them (Mamas et al., 2019). Understanding the structure and quality of these links is essential for comprehending how RI unfolds. By adopting a social network perspective, one gains insights into not only the individual experiences of students but also the collective dynamics that contribute to a more inclusive and supportive community. This approach underscores the interconnectedness of relationships, emphasizing that fostering inclusive environments involves cultivating positive connections that extend beyond individual friendships to contribute to the overall well-being of the entire classroom social network.

The study reported in this paper applied a qualitative reflective case study methodology (Merriam & Tisdell, 2015; Yin, 2017). Applying a qualitative reflective case study design was deemed an appropriate methodology for several reasons. Firstly, this approach allows for an in-depth exploration of the complexities and nuances inherent in students’ friendships in the context of RI. The reflective nature of the case study design enabled me to delve into the subjective experiences and perspectives of the 21 participants, providing rich, contextually embedded insights. Additionally, this methodology is particularly apt for investigating dynamic and multifaceted phenomena, such as friendship ties and/or social interactions, where the focus is on understanding processes and contexts rather than isolating variables. Through careful reflection on individual cases, I was able to uncover patterns, themes, and critical factors that contribute to a deeper understanding of RI, making qualitative reflective case studies a robust and contextually sensitive research approach (Merriam & Tisdell, 2015). In terms of data collection, 21 semi-structured interviews were conducted with students from two Grade 4 classrooms. Semi-structured interviews with elementary school students offer several advantages in understanding their perspectives and experiences (Bogdan & Biklen, 2006; Fontana & Frey, 2005). Firstly, this approach allows for flexibility, enabling the interviewer to adapt questions based on the child's age, cognitive development, and communication abilities. Unlike rigid structures, semi-structured interviews provide room for spontaneity, fostering a more relaxed and open environment for young participants. This format encourages children to express themselves freely, promoting authentic responses that may unveil nuanced insights into their thoughts and emotions in relation to their friendships in school. Additionally, the semi-structured nature allows interviewers to delve into specific topics while also permitting the exploration of unexpected areas that might arise during the conversation (Merriam & Tisdell, 2015). Overall, semi-structured interviews provide a valuable tool for researchers and educators to gain deeper insights into the unique perspectives and experiences of elementary school students.

The interview findings revealed several themes emphasizing the crucial role of friendships in enhancing RI for all students, especially those with SEND. Several themes were noted. First, friendships emerged as foundational to creating a sense of RI and support within the school environment. Students highlighted the importance of friends as allies who stand up for one another, providing emotional support and a sense of security. Second, discussions revealed a recognition of the role friends play in countering bullying behaviors. Students narrated instances where friends acted as advocates, confronting bullies, and fostering a protective environment. Third, friendship was linked to positive mental health outcomes, offering a source of joy, happiness, and resilience. Students expressed the view that friends contribute significantly to their overall well-being, acting as a buffer against the challenges they face. Additionally, the fluidity of friendships emerged as a notable theme, with students acknowledging the potential for changes in friendship dynamics. Interactions showcased the adaptability of these relationships, where conflicts and resolutions contribute to the evolving nature of friendships. It was widely acknowledged by students that friendships are essential for creating a conducive learning environment. Students believed that having friends positively influenced their academic experiences, promoting collaboration, and making learning more enjoyable. Another theme was the role of teachers in facilitating friendships. Students expressed gratitude for educators who fostered a positive and supportive atmosphere and teachers were seen as important figures in shaping the social dynamics of the classroom. Moreover, friendships were observed as bridges that connect students across diverse backgrounds, fostering cultural sensitivity and understanding. The interviews underscored the potential for friendships to transcend cultural, social, and academic boundaries. These interview findings underscore the profound impact of friendships, emphasizing the multifaceted ways in which these connections contribute to the well-being, RI, and social fabric of the school community.

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