Equity and inclusion have emerged as central pillars of the 2030 Agenda, highlighting the persistent unequal distribution of resources and opportunities (UNESCO, 2020). In response, many European governments are actively working to enhance the capacity of their education systems, striving to reach every learner and guarantee their full and effective participation, accessibility, attendance, and academic achievement. However, schools and education systems across Europe grapple with the formidable challenge of fostering an inclusive culture, establishing inclusive structures, and implementing inclusive practices (Booth & Ainscow, 2016). Notably, significant variations exist among European countries concerning the extent and quality of inclusion efforts.

Most often, the discussion around inclusion has centred on how teachers can promote inclusion of students with disabilities <…>. However, little is known about how students in inclusive classes perceive acceleration, despite the critical role that students play in the social inclusion of exceptional peers (Dare & Nowicki, 2018, p. 243).

In this presentation, we aim to share our research findings concerning the perspectives of students in Lithuanian comprehensive schools on the culture of inclusive education and the existing support systems. This presentation is part of a larger national research project (www.nsa.smm.lt/wp-content/uploads/2021/08/PPP_modelio_ekspertinis_vertinimas_2021m..pdf).

Although many Eastern European countries, including Lithuania, have made progress in shifting their focus from a disability perspective to a needs-based education approach for students with diverse educational needs (Law on Education, 2011, article 2/2415), it remains apparent that inclusive education demands an even more adaptable and responsive system to cater to the diverse and often complex needs of individual learners (Booth, Ainscow, 2016; European Agency, 2011; Alisauskiene & Harju-Luukainen, 2021).Formos viršus To enhance the processes of inclusion in school development, extensive research is underway across various countries. Research advocate for actively listening to the voices of students, asserting that incorporating their perspectives not only leads to more insightful educational research and practice but also fosters richer and more authentic results, ultimately boosting student engagement (Mansfield, Welton, Halx, 2012; Spörer et al, 2020). A crucial aspect of fostering inclusive schools involves establishing a secure, accepting, collaborative, and stimulating community. Inclusive education involves establishing learning environments that prioritize equitable treatment for all students, ensuring they feel valued and supported across diverse learning situations. According to Booth and Ainscow (2016), it is imperative that all students in the school have the opportunity to contribute to identifying barriers and resources. Students themselves should have a central role in informing thinking, policies and practices in education. While aligned with the UN Convention on the Rights of the Child, the views of students are often notably absent from crucial discussions that directly impact them (Messiou, 2019). Hence, our aim was to reveal the perspectives of Lithuanian students concerning inclusive education and the corresponding support systems.

The research presented employs a quantitative methodology, utilizing a survey questionnaire to collect data. The questionnaire is structured into three main parts: - Demographic variables encompassing gender, school grade, information about learning achievements, and special educational needs; - Scales featuring items on a Likert-type scale ranging from 1 (Disagree) to 5 (Strongly Agree); - Open-ended questions. It's worth noting that this presentation is a part of a broader national research project that employed a questionnaire with 10 scales. In this specific presentation, we focus on the analysis and presentation of data derived from one open-ended question ("What should be done at school so that every student feels good and gets support?") and four subscales, including: - Supportive culture and well-being (6 items); - Bullying and discrimination (4 items); - Positive student relationships and support (4 items); - Efficiency of support (9 items). The quantitative data were processed using the SPSS 23.0 program. Data analysis encompassed both descriptive and multivariate statistical methods. To unveil the underlying structure of the research subject, factor analysis was employed. To identify statistically significant differences among respondents' answers, considering socio-demographic characteristics or other relevant indicators, independent samples Student's t-test or analysis of variance (ANOVA) was applied. Additionally, Mann-Whitney or Kruskall-Wallis tests were utilized where applicable. The information obtained from the open-ended question underwent processing through a content analysis approach. The questionnaire data were transcribed into text and meticulously reviewed by researchers. Subcategories and categories were formulated, and the most precise textual elements that illustrated and characterized these categories were selected. For the study, a random sample was employed, and schools were selected through a random process. Electronic questionnaires were distributed to all students in grades 4-12 from the chosen schools (N=180). The research sample comprised 1291 students (N=1291).

The research findings reveal that a substantial majority of students appreciate the school culture. Primary school students particularly emphasize a supportive culture for well-being, while students in gymnasium (grades 9-12) perceive it as challenging. Students with special educational needs and high-achieving students tend to rate the culture of support and well-being more positively than their peers. The overwhelming majority expressed having a few close friends at school, experiencing respectful communication from teachers, and being encouraged to assist one another. Concurrently, students underscored challenges in peer relationships at school, primarily associated with issues such as bullying, discrimination, and rejection. High school students (grades 9-12) and those with lower educational outcomes encounter bullying and discrimination at school more frequently than their counterparts. Nevertheless, students acknowledged receiving support from adults when facing difficulties at school. Additionally, students value the school's recognition and acceptance of each child and their family, along with an environment that is oriented towards meeting student needs. However, primary school students place a higher value on this aspect compared to older students in progymnasium and gymnasium. Overall, students perceive the effectiveness of the support provided at school as satisfactory, with the most positive ratings given for information about support providers and whom to approach in case of emergencies. However, students rarely seek support from the school psychologist, social pedagogue, special pedagogue, and speech and language therapist. Primary school boys, especially those already receiving additional educational support, more frequently seek teacher support. On the other hand, girls and students with higher academic achievements tend to seek peer support. In summary, the research provided students with a platform to articulate their perspectives and contribute in identifying both obstacles and resources, akin to Booth and Ainscow (2016). Furthermore, it served as a valuable resource for broader communities seeking evidence to enhance school culture.

Ališauskienė, S.,Harju-Luukkainen, H. (2021). Changes towards inclusion in the Lithuanian education system // Dialogues between Northern and Eastern Europe on the development of inclusion / edited by N. B. Hanssen, S.-E. Hansén, K. Ström. London: Routledge, 2021, 2021, p. 188-200, ISBN 9780367810368. Booth T., Ainscow M. (2016). Index for Inclusion: a guide to school development led by inclusive values. Index for inclusion network. Dare, L., Nowicki, E. (2018). Strategies for inclusion: Learning from students' perspectives on acceleration in inclusive education. Teaching and Teacher Education. Vol. 69, 2018, p.p. 243-252. Mansfield K., C., Welton A., D., Halx M. (2012). Listening to Student Voice: Toward a More Inclusive Theory for Research and Practice. Advances in Educational Administration, Vol. 14, 2012, P. 21-41. Emerald Group Publishing, UK. Messiou, K. (2019) The missing voices: students as a catalyst for promoting inclusive education, International Journal of Inclusive Education, 23:7-8, 768-781, DOI: 10.1080/13603116.2019.1623326 Spörer, N., Lenkeit, J., Bosse, S., Hartmann, A., Ehlert, A., Knigge, M. (2020). Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations, International Journal of Educational Research, Vol. 103, 2020, 101641, ISSN 0883-0355. UNESCO (2020). Global education monitoring report, 2020: Inclusion and education: all means all. Third edition. Published in 2020 by the United Nations Educational, Scientific and Cultural Organization: https://unesdoc.unesco.org/ark:/48223/pf0000373718 UNESCO (2016). Reaching out to All Learners: a Resourse Pack to Supporting Inclusive Education. Defining inclusive education http://www.ibe.unesco.org/sites/default/files/resources/ibe-crp-inclusiveeducation-2016_eng.pdf