# Conclusion

This course has explored the competing purposes of schools and the ways in which school structures work against the goals of inclusion while being the means by which inclusion needs to be achieved. It has outlined the complex environment of contemporary schools, not just in relation to the lived experiences of students but also the identities and day-to-day realities for practitioners; and the enormous pressures this brings to bear. It has considered how views on difference and ‘the other’ are at the heart of so many of the experience of marginalisation that arise in this complex context; this has included recognising how our own views on difference affect how we respond, affecting other people’s everyday experiences in school.

As part of this you have considered ways of sharing life stories and how these stories can be used to set up new ways of thinking and understanding, encouraging you to engage with ‘the other’. The course has also suggested ways to build this broader contextualised understanding into everyday planning, seeking creative engagement opportunities spread throughout the day that build personal connections which make school more meaningful and personally relevant.

The relative everydayness of the kinds of actions being described in this course suggest that practitioners are in a good place to be able to support each other to work in these ways. The starting point is not with outside experts and extensive resources, but it is in recognising that the possible is within collective reach, and that everyone has a role in leading each other to where the possible can take us.

If you haven’t already, you might want to consider exploring the related OpenLearn course Leadership for inclusion: what can you do?

If you enjoyed this course, you might be interested in the Open University Inclusive Practice Leadership and Management Masters pathways.

OpenLearn - Leadership for inclusion: thinking it through
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