Inclusion in education 

In education, inclusion means a classroom where all students have equal opportunities to learn and thrive, regardless of their needs. 

Prioritising inclusion means schools need to ensure they are considering all students’ needs – and to be able to meet a range of needs even within the same class.

Challenges of inclusion in education 

Our 2026 Global Wellbeing Report is based on a survey we conducted in late 2025, where we asked teachers around the world about inclusion in their schools. 

We explored what schools are doing well alongside the barriers teachers face in making their classrooms inclusive – and we found several reoccurring barriers, with the biggest challenges to inclusion reported as: 

• Meeting diverse needs and learning support requirements 

• Lack of support staff 

• Supporting students that are struggling 

• Managing classroom dynamics 

• Lack of funding 

Other challenges included supporting English language learners and a lack of support from leadership. 

For some teachers, the number of students who need support is in itself a challenge – one teacher said: “The sheer number of students with SEND etc now in mainstream – I can't remember all their plans (or med needs), can't cope with 10+ ADHD/ASD/HI students etc in a class of 30 - which is now the norm”. 

This begs a wider question of whether schools today are equipped to address modern challenges – although addressing this question is out of teachers’ control, which may be reflected in the fact almost half of teachers reported their wellbeing as moderate to negative. 

The gap between policy and practice 

While challenges to inclusion in the classroom were widely reported, 42% of respondents described their school’s inclusion policies as very or extremely effective, with a further 41% saying their school’s policies are somewhat effective.

This means that despite the number of challenges to inclusion that were reported, less than 20% of teachers feel their school’s inclusion policies are ineffective.

This data highlights a dissonance between inclusion policy and inclusion in practice – at a time when schools are increasingly focusing on inclusion, policies may be great, but it seems we need to make sure schools have the support to match. 

Overcoming challenges to inclusion in the classroom 

It can feel difficult to overcome some of these challenges, but it’s important to focus on the things we can control. 

As a school leader, you play a key role in addressing challenges to inclusion and supporting your teachers – which means you have the potential to make a big impact. 

Get feedback from teachers 

The best way to support teachers is to understand what they need. Getting feedback from your staff shows them that they matter to you and makes them feel supported – but also provides you with the information you need to provide the right support. 

This enables you to take impactful action in the areas where it’s needed the most. And action is certainly needed – of the teachers we surveyed, the majority don't intend to stay in the profession long term. 

It’s clear change is essential; direct feedback from your teachers ensures your action has as much impact as possible.

Using wellbeing surveys is one way to get staff feedback, and anonymous surveys give teachers space to share their thoughts and ideas honestly. Repeating surveys helps you measure changes over time and celebrate where you're succeeding. 

Simplify support provision and management

Ensuring your processes are as streamlined as possible means your staff can spend less time on admin while keeping records up to date – and ensuring all students get the support they need. 

Our report found many teachers struggle with complex and inconsistent record-keeping when it comes to providing and managing learning plans. 

The data shows that the sheer amount of admin and record-keeping required to ensure proper support for students with disabilities is in itself a challenge for teachers – with overly complex and often inconsistent record-keeping practices making it even harder. 

The simplest way to mitigate this is to address the administrative burden associated with support provision by making management processes and record-keeping as simple as possible. 

Using purpose-built software like 91���� Learning Pathways keeps all your support and learning plan management in one place. This ensures records are kept consistently and are easy for staff to access – avoiding complex and confusing records that are hard to use and add to already heavy workloads. 

As well as saving time and helping you improve student support, this software ensures you keep comprehensive records – which enables you to evidence your school's inclusion practices.

Equip teachers to lead with confidence

Among the most common ways to meet differing needs in a single class is by differentiating instruction – that is, by setting different tasks for different groups or students.��

However, it can be overwhelming for a class teacher to manage a range of needs in one classroom. As such, it’s essential your teachers are equipped to teach – and teach students with differing needs – confidently.��

CPD opportunities are key in supporting your teachers’ development and confidence in the classroom, which in turn both supports teacher wellbeing and improves student outcomes.��

Increasing your teacher’s confidence to support students helps them better manage challenges to inclusion in the classroom, so you’re one step closer to making your school truly inclusive.��

Supporting teacher wellbeing in 2026 

Our 2026 Global Wellbeing Report is based on feedback from over 2,800 educators across the world.��Almost half of teachers we surveyed reported a moderate to negative view of their wellbeing, and half don't see themselves staying in the profession long term.��

The data makes it clear change is needed in the education sector – read our report for more.��

Read the report

This blog article is based on data from a global teacher wellbeing survey 91���� conducted in December 2025.