Promoting inclusion and equity in education: lessons from international experiences
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This paper focuses on a major challenge facing education systems around the world, that of finding ways of including all children in schools. In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward.
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Current educational issues are largely connected to economics and underfunding, as well as the inability of governing educational structures to develop a shared set of values and processes focused on providing equitable learning opportunities for all students.
“Whatever the intentions behind the shift to inclusive education, the current educational issues are largely connected to economics and underfunding, as well as the inability of governing educational structures to develop a shared set of values and processes focused on providing equitable learning opportunities for all students (Ainscow, 2020).”
From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Ainscow, 2020
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Peran Psikologi Pendidikan dalam Proses Pembelajaran di Kelas untuk Peserta Didik yang Beragam
Azzahra, L., & Darmiyanti, A. (2024) · Jurnal Psikologi · doi:10.47134/pjp.v1i4.2661 · Cited by 29 · see citing works
Aftab, M. J., Amjad, F., & Chaudhry, H. (2024) · Academy of Education and Social Sciences Review · doi:10.48112/aessr.v4i3.824 · Cited by 29 · see citing works
Happiness Prediction With Domain Knowledge Integration and Explanation Consistency
Wu, X., Li, L., Tao, X., Xing, F., & Yuan, J. (2025) · IEEE Transactions on Computational Social Systems · doi:10.1109/tcss.2025.3529946 · Cited by 29 · see citing works
Harju-Autti, R., Mäkinen, M., & Rättyä, K. (2021) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2021.1995696 · Cited by 29 · see citing works
Cross-professional collaboration to improve inclusive education
Fasting, R. B., & Breilid, N. (2023) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2023.2175248 · Cited by 28 · see citing works
Ackah‐Jnr, F. R., & Udah, H. (2021) · Journal of Educational Research and Practice · doi:10.5590/jerap.2021.11.1.08 · Cited by 28 · see citing works
Applicability of the model of inclusive education in early childhood education: a case study
Nelis, P., Pedaste, M., & Šuman, C. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1120735 · Cited by 27 · see citing works
Layachi, A., & Pitchford, N. J. (2024) · Technology Knowledge and Learning · doi:10.1007/s10758-024-09739-0 · Cited by 27 · see citing works
Bakti, I. K., Kurniawan, R., Mukhlishah, M., Mudlofir, A., Kusaeri, K., & Bahri, R. (2025) · International Journal of Inclusive Education · doi:10.1080/13603116.2025.2555397 · Cited by 27 · see citing works
Measuring collective efficacy for inclusion in a global context
Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C. S., Avramidis, E., Woodcock, S., Subban, P., & Kullmann, H. (2023) · European Journal of Special Needs Education · doi:10.1080/08856257.2023.2195075 · Cited by 27 · see citing works
Change in socioeconomic educational equity after 20 years of PISA: A systematic literature review
Станиславовна, Е. Е., Neves, T., Toledo, C., & Nata, G. (2024) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100359 · Cited by 26 · see citing works
Koskela, T., & Sinkkonen, H. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2464272 · Cited by 26 · see citing works
Roshid, M. M., Sultana, S., Kabir, M. M. N., Jahan, A., Khan, R., & Haider, M. Z. (2022) · Asia Pacific Journal of Education · doi:10.1080/02188791.2022.2122024 · Cited by 26 · see citing works
Outdoor Learning Across the Curriculum
Beames, S. K., Higgins, P., Nicol, R., & Smith, H. (2023) · Routledge eBooks · doi:10.4324/9781003010890 · Cited by 25 · see citing works
Yen, P. H., & Thảo, L. T. (2024) · Language Testing in Asia · doi:10.1186/s40468-024-00300-5 · Cited by 25 · see citing works
Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review
Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025) · Review of Education · doi:10.1002/rev3.70028 · Cited by 25 · see citing works
Duk, C., Blanco, R., Arata, F. Z., Capell, C., & López, M. (2021) · Revista latinoamericana de educación inclusiva · doi:10.4067/s0718-73782021000200067 · Cited by 25 · see citing works
Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice
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Tah, J. K. (2025) · Policy Futures in Education · doi:10.1177/14782103251320812 · Cited by 24 · see citing works
de Espinosa, I. P. L., Martínez, M. Y. M., & Seijo, J. C. T. (2021) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12511 · Cited by 24 · see citing works
Glas, K. M., Catalán, E., Donner, M., & Donoso, C. (2021) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2021.1940187 · Cited by 24 · see citing works
King, F., & Holland, E. (2022) · International Journal of Leadership in Education · doi:10.1080/13603124.2022.2037021 · Cited by 24 · see citing works
Kivirand, T., Leijen, Ä., & Lepp, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.824620 · Cited by 24 · see citing works
Ethno Pedagogy Approach in Preparing Science Learning in The Society 5.0 Era
Hidayat, S., Leksono, S. M., Jamaludin, U., & Shintawati, S. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i7.4154 · Cited by 24 · see citing works
Special education's zombies and their consequences
Hornby, G., & Kauffman, J. M. (2023) · Support for Learning · doi:10.1111/1467-9604.12451 · Cited by 24 · see citing works
- Authors
- Ainscow, M.
- Affiliations
- University of Manchester (GB)
- Corresponding author
- Ainscow, Mel
- ORCID
- Ainscow, Mel
- Venue
- Nordic Journal of Studies in Educational Policy
- Publisher
- Informa UK Limited
- Published
- 2020-01-02
- Volume
- 6
- Issue
- 1
- Pages
- 7-16
- ISSN
- 2002-0317 (ISSN-L)
- OpenAlex
- W2990221536
- Cited by
- 1,354
- References
- 40
- Citations by year
- 2026: 492 · 2025: 302 · 2024: 205 · 2023: 195 · 2022: 94 · 2021: 47 · 2020: 19
- FWCI
- 134.70
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Nordic Journal of Studies in Educational Policy (publishedVersion, cc-by-nc)
- Research Explorer (The University of Manchester) (publishedVersion, other-oa)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (acceptedVersion, cc-by-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Education in Diverse Contexts
- Keywords
- inclusive education, educational equity, school dropout, special educational needs, out-of-school children, education policy, cross-national comparison
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