This is from the 2024-25 edition of the Knowledge Forum.
Social inclusion and belonging are fundamental to the well-being and academic success of all students, particularly people with disabilities This discussion draws upon the findings of the 2024 scoping review, “Disability and Belonging, Youth Experiences with Social Inclusion in School,” which explores these critical concepts among middle and high school students who experience disability from their own perspectives. This review, guided by Arksey and O’Malley’s framework, examined how these students navigate social connections, focusing on the challenges and opportunities related to friendships, social activities, and peer acceptance. Synthesizing 14 studies that met rigorous inclusion criteria, the review identified three prominent themes: exclusion, friendship, and support. These themes, along with the review’s key findings and identified research gaps, provide a foundation for recommendations aimed at empowering educators to create truly inclusive classrooms where all students thrive.
Scoping Review & Results
The following discussion draws upon the findings of that review exploring the concepts of social inclusion and belonging among middle and high school students who experience disability from the perspective of students. A systematic search of peer-reviewed journals (2004- 2024) across multiple databases yielded 14 studies that met inclusion criteria (i.e. focus on student perspectives, ages 12-21, relevance to inclusion). Three key themes emerged: exclusion (including feelings of isolation, lack of valued involvement, and rejection), friendship (specifically lack of reciprocation), and support (particularly the absence of peer-provided safety). The review found a significant gap in research exploring the causes of social exclusion, with existing studies often focusing on consequences or peer perspectives rather than the lived experiences of students with disabilities themselves. Future research should investigate the discrepancy between student and peer perceptions of exclusion, utilize longitudinal studies and qualitative methods to capture diverse experiences, and prioritize inclusive language. The review concludes that a deeper understanding of the root causes of exclusion, including the impact of digital platforms, is crucial for developing effective interventions and fostering truly inclusive environments.
Implications for Educators
This scoping review’s findings on social inclusion for students with disabilities have critical implications for educators. The pervasive theme of exclusion necessitates that educators move beyond simply including students with disabilities to actively fostering genuine inclusion by creating a classroom where all students feel valued and respected. Educators must challenge the misconception of mere physical presence as inclusion and instead facilitate meaningful participation, ensuring students with disabilities can contribute, build relationships, and belong. The theme of friendship highlights the need for educators to address the disparity in reciprocal interactions, promoting balanced collaborations and teaching social skills to peers and students with disabilities alike to foster genuine friendships. Finally, the theme of support underscores the importance of peer support and safety, requiring educators to actively address bullying, cultivate respect for diversity, and create a classroom culture where all students feel safe and supported. Ultimately, educators must be proactive in creating truly inclusive classrooms, implementing tangible strategies to address the complex social dynamics impacting students with disabilities.
Recommendations for Educators
To truly create inclusive classrooms, educators must move beyond simply including students with disabilities and actively foster genuine belonging. This involves creating a classroom where all students feel valued and respected, which means 1) facilitating meaningful participation, 2) promoting reciprocal friendships by explicitly teaching social skills to all students, 3) fostering balanced collaborations, and 4) cultivating peer support and safety by actively addressing bullying and cultivating respect. Educators should challenge misconceptions about disability and inclusion, recognizing that mere physical presence is insufficient, and prioritize understanding the root causes of social exclusion in their classrooms (i.e. discrimination, insufficient inclusive curriculum design, lack of additional educational support, etc.), utilizing student perspectives to inform strategies. Given the impact of digital platforms, addressing cyberbullying is crucial. Finally, ongoing professional development focused on inclusive language and best practices is essential for creating truly inclusive classrooms and advocating for systemic change within the school environment.
Conclusion
In conclusion, the 2024 scoping review reveals a critical need for educators to shift their approach to inclusion for students who experience disability. The findings underscore that genuine inclusion transcends mere physical presence and requires proactive efforts to foster belonging; by addressing the core themes of exclusion, friendship, and support, educators can create classroom environments where all students feel valued, respected, and safe. This involves facilitating meaningful participation, promoting reciprocal friendships through explicit social skills instruction and collaborative activities, and cultivating peer support by actively combating bullying and fostering respect. Challenging misconceptions about inclusion and prioritizing the lived experiences of students with disabilities are crucial steps. Furthermore, recognizing the influence of digital platforms necessitates addressing cyberbullying and promoting responsible online behavior. Ultimately, ongoing professional development focused on inclusive language and best practices is essential for educators to effectively implement these recommendations, create truly inclusive classrooms, and advocate for systemic change that ensures all students have the opportunity to thrive.
Emilee Fackelmann (PME ’22) is a PhD student in the Faculty of Health at Dalhousie University. Her research interests lie at the intersection of disability and health equity, with a focus on the health disparities, discrimination, and stigma experienced by individuals who experience disability. Drawing on critical disability theory, critical ethnography and comparative analysis, she aims to understand how social, cultural, political and legislative conditions shape the experiences of Canadians who experience disability. Emilee is a disability rights advocate living with Epilepsy and hearing impairments leading to double hearing aid use. Her passion for equity studies stems from her personal experiences and struggles with disability. Prior to arriving at Dalhousie, Emilee completed her Professional Master of Education Degree at Queen’s University (Summa Cum Laude).