This panel discussion will bring together researchers and practitioners from across Europe to explore the complex challenges and opportunities facing inclusive education in a world increasingly defined by polycrisis (Siirilä & Salonen, 2024) – the convergence of interconnected global challenges such as pandemics, climate change, conflict, and economic instability (Ainscow, 2020). Trauma-informed responsive practices are a useful tool to respond to the increasing criticism levied on inclusive education where it is characterised as neo-colonial and contributing to geopolitical power imbalances (Liasidou, 2022).

The group represent a selection from an emerging network that focuses on developing inclusive and sustainable education systems that are resilient to global crises while simultaneously delivering equitable education for all (Artiles et al., 2012). The network aims to achieve this through collaborative dialogue among diverse stakeholders and the development of trauma-informed practices. The network employs a mixed-methods approach (Engelbrecht & Savolainen, 2017) involving six working groups and produces various outputs, including research papers, policy recommendations, and practical resources. A key objective is to enhance research capacity and promote transcultural understanding in education through a collaborative approach (Messiou, 2016).

The selected panellists represent members from seven European countries: Finland, Hungary, Lithuania, Luxembourg, Norway, Serbia, and the United Kingdom and bring diverse and rich experiences and research perspectives. The panellists will engage in a critical dialogue about how education systems can adapt and transform to become more resilient, equitable, and responsive to the needs of all learners in these uncertain times.

The discussion will focus on three key dimensions of inclusive education in polycrisis contexts:

• Access: Examining the systemic barriers and innovative solutions for ensuring equal access to quality education for all learners, particularly those from marginalized or vulnerable groups, in the face of disruption and uncertainty.
• Participation: Exploring how polycrisis events impact learners' sense of belonging, engagement, and agency within their learning environments. The discussion will consider strategies for fostering meaningful participation that promotes well-being, connection, and active involvement for all.
• Success: Challenging traditional notions of educational success, the panellists will discuss the need for broader definitions that encompass well-being, social justice, and transformative learning. The discussion will explore how to develop educational systems that value diverse pathways to success, providing equitable opportunities for all learners to thrive and contribute to their communities.

Panel Composition and Structure:

• Introduction: A brief overview of the polycrisis phenomenon and its implications for inclusive education, setting the stage for the panel discussion. (5 minutes)
• Panellist Presentations: Each panellist will provide a 5-10-minute presentation, sharing research findings, practical insights, and critical reflections on one of the three key dimensions – Access, Participation, or Success – in the context of inclusive education during polycrisis.
• Open Discussion: A moderated discussion will follow the presentations (30 minutes).

The nine panellists represent seven European countries and are a selection of researchers from an emerging network that is working to provide a platform for knowledge exchange and development related to inclusive development of sustainable education for all in polycrisis contexts through trauma-informed responsive practices. While the network brings together a range of perspectives and expertise, including researchers, educators, policymakers, and representatives from civil society organizations and/or youth groups, the proposed panel presentation will provide a more research-focussed discussion. Specific consideration has been given to individuals who have conducted research or implemented practical initiatives addressing issues of access, participation, and success for diverse learners in challenging circumstances.

This panel discussion aims to contribute to the ECER 2025 theme, "Charting the Way Forward: Education, Research, Potentials and Perspectives," by fostering a critical and collaborative dialogue on the future of inclusive education in a world facing unprecedented challenges.

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3-4), 123-134. https://doi.org/10.1007/s11125-020-09506-w Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2012). Inclusive education: examining equity on five continents. Choice Reviews Online, 49(10), 49-5809. https://doi.org/10.5860/choice.49-5809 Engelbrecht, P., & Savolainen, H. (2017). A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2017.1410327 Liasidou, A. (2022). Decolonizing Inclusive Education through Trauma-Informed Theories. Scandinavian Journal of Disability Research. https://doi.org/10.16993/sjdr.951 Messiou, K. (2016). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184 Siirilä, J., & Salonen, A. O. (2024). Towards a sustainable future in the age of polycrisis [Perspective]. Frontiers in Sustainability, 5. https://doi.org/10.3389/frsus.2024.1436740