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Using a mixed-methods design, data were collected from 40 Year 9 and Year 10 students in a small rural Victorian school. Qualitative findings were analyzed through a three-stage thematic process. Students reported that inclusion improves when relationships are prioritized, environments are more participatory, teachers understand students’ needs, and engagement across activities is monitored and encouraged. Results support a shift toward a more participatory learning environment for all learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-4-student-perspectives-on-inclusion/594337/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-4-student-perspectives-on-inclusion/594337.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the objective of the study?","Question",{"text":112,"@type":113},"To examine student perspectives on what inclusion means and to identify school-based inclusive practices students consider critical.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected and analyzed?",{"text":117,"@type":113},"The study used a mixed-method approach with data from 40 Year 9 and Year 10 students, and qualitative data were analyzed using a three-stage thematic analysis process.",{"name":119,"@type":110,"acceptedAnswer":120},"Which inclusive practices did students emphasize?",{"text":121,"@type":113},"Students emphasized prioritizing relationships, making school environments more participatory, ensuring teachers know what students need to succeed, and actively monitoring and encouraging student engagement across school activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594337,1792211189,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 50  Issue 4 | Article 1 |\n| --- | --- |\n| 2025\u003Cbr>“My school makes even the smallest students …. feel included and happy to be there”Student Perspectives on Inclusion.\u003Cbr>Charles AG Kemp Monash University\u003Cbr>Umesh Sharma Monash University\u003Cbr>Louise McLean Monash University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Accessibility Commons, Educational Methods Commons, Other Teacher Education and Professional Development Commons, Social and Philosophical Foundations of Education Commons, and the Special Education and Teaching Commons |  |\n\nRecommended Citation  \nKemp, C. A., Sharma, U., & McLean, L. (2025) .“My school makes even the smallest students …. feel included and happy to be there” Student Perspectives on Inclusion.. Australian Journal of Teacher Education, 50(4) . [https://doi.org/10.14221/1835-517X.6692](https://doi.org/10.14221/1835-517X.6692)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol50/iss4/1](https://ro.ecu.edu.au/ajte/vol50/iss4/1)  \n“My School Makes Even the Smallest Students…. Feel Included and Happy to be there” Student Perspectives on Inclusion.  \nCharles Kemp  \nUmesh Sharm  \nLouise McLean  \nMonash University  \nAbstract: The objective of this study was to examine student  \nperspectives on what inclusion means to them and what students  \nbelieve to be critical school based inclusive practices. The study  \nutilised a mixed method approach to collect data from a sample of 40  \nYear 9 and Year 10 students from a small school in rural Victoria.  \nQualitative data were analysed using a three-stage process of  \nthematic analysis. Students emphasised that inclusion could be  \nenhanced when relationships are prioritised, school environments are  \nmore participatory, when teachers know what students need to be  \nsuccessful, and, when teachers actively monitor and encourage the  \nengagement and participation of students across different school  \nactivities. The data suggests that if schools wish to be more inclusive of all learners, schools need to continue to invest in and explore ways  \nof shifting toward a more participatory approach to the learning  \nenvironment.  \nWhile the efficacy and scope of various student voice initiatives remain a subject of academic disagreement (Charteris & Smardon, 2019; Pearce & Wood, 2019), there is a powerful and growing recognition that integrating student perspectives is integral to successful inclusive education reforms. This movement is driven by a global commitment, articulated across key documents like the United Nations Salamanca Statement (UNESCO, 1994) and the UN Education 2030 Framework for Action (UNESCO, 2015) . Importantly, the UN Convention on the Rights of Persons with Disabilities (CRPD) (United Nations, 2007) establishes a clear right for students with disabilities to have their views heard, positioning student voice as an essential rights-based practice for achieving genuine inclusion (Miles & Singal, 2010) . Further cementing this link on a national level, Australia’s recent Disability Royal Commission (DRC), Final Report (2023) volume 7, specifically recommended that schools enhance consultation with students and their families. This national mandate underscores that student voice is not optional, but a critical mechanism required to uphold the educational rights and ensure the needs of students with disabilities are actively addressed in inclusive settings.  \nMany researchers have noted the lack of attention on the voices of vulnerable students within the inclusive literature (Brasof & Mansfield, 2018; Faldet & Nes, 2021; Lundy & Cook-Sather, 2015; Messiou, 2017a; Mitra, 2018; Pazey, 2020). They highlight that, based on principles of fairness and equity, inclusion cannot be well understood without the representation of the views and experiences of students (Ainscow & Messiou, 2018; Paliokosta & Blandford","cbCaiqOR7acpkool","https://ap.wps.com/l/cbCaiqOR7acpkool","pdf",258134,17,"English","# Abstract\n## Study objective and approach\n## Key findings and implications\n## Student voice and policy context","[{\"question\":\"What was the objective of the study?\",\"answer\":\"To examine student perspectives on what inclusion means and to identify school-based inclusive practices students consider critical.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"The study used a mixed-method approach with data from 40 Year 9 and Year 10 students, and qualitative data were analyzed using a three-stage thematic analysis process.\"},{\"question\":\"Which inclusive practices did students emphasize?\",\"answer\":\"Students emphasized prioritizing relationships, making school environments more participatory, ensuring teachers know what students need to succeed, and actively monitoring and encouraging student engagement across school activities.\"}]","Australian Journal of Teacher Education - Issue 4 - Student perspectives on inclusion | PDF",1792078968,43]