Understanding Wellbeing and Inclusion in Education

A Multidisciplinary Guide to Best Practice
1. Auflage 2026
ISBN: 978-1-032-95526-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 158 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 235 g

This evidence-based guide examines the relationship between wellbeing and inclusive education. The authors argue that these fields have evolved in parallel, like tram tracks, but rarely intersect in research, whereas in practice, they are potentially deeply related.

Each chapter addresses unresolved theoretical and implementation problems and research issues. The book presents a case for reimagining inclusive education through dialogic pedagogy and a critical reassessment of pre-service teachers’ readiness for inclusion and wellbeing. Chapters also explore secondary students' views on equity and belonging, discuss policy developments and challenge the fragmentation of wellbeing and inclusive education by advocating a more integrated approach for school leaders, teachers and policymakers.

Written by a team of internationally recognised wellbeing and inclusion education experts, this book is an invaluable resource for educators seeking to ensure success for all students.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

White, Mathew A.

Porta, Tom

Anderson, Joanna

Boyle, Christopher

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

1. A Critical Analysis of Wellbeing and Inclusive Education: From Parallel Implementation to Strategic Coordination

2. Reimagining Inclusive Education Through Dialogic Pedagogy

3. Preservice Teachers’ Readiness for Inclusive Education

4. Secondary School Students’ Perspectives on School Inclusion and Diversity: A Qualitative Study

5. Inclusive Education, Wellbeing and Student Diversity

6. From Policy to Practice: Leading Wellbeing and Inclusion in Education

7. Navigating the Wellbeing Education Wars: Wellbeing for Learning as Ecological Integration

Über Autor(innen)

Mathew A. White is Dean of International Engagement and Professor of Education in the College of Education, Behavioural and Social Sciences at Adelaide University, Australia. He has a background in secondary school teaching and has held senior leadership roles in secondary schools.

Tom Porta is Director of Secondary Initial Teacher Education Programs and Lecturer in Education at the School of Education, in the College of Education, Behavioural and Social Sciences at Adelaide University, Australia. He has a background in secondary school teaching and has held leadership roles in secondary schools.

Joanna Anderson is Associate Professor (Reader) in the School of Education in the College of Education, Behavioural and Social Sciences at Adelaide University, Australia. She has a background in primary school teaching and has held senior leadership roles in primary schools.

Christopher Boyle is Professor of Psychology and Inclusive Education in the School of Education in the College of Education, Behavioural and Social Sciences at Adelaide University, Australia. He has experience as a secondary school teacher and psychologist in both the United Kingdom and Australia.