Experiencing Inclusion in Schools: Narratives of Policy, Practice, and Social Belonging

Abstract

This study explores how inclusion is experienced in schools through students’ narratives of policy, everyday practice, and social belonging. Using a qualitative approach, the research focuses on how students interpret inclusion within their daily interactions, classroom participation, and relationships with teachers and peers. The study involved 20 secondary school students from a school that actively promotes inclusive education. Data were collected through semi-structured interviews and non-participant observations, then analyzed using thematic analysis to identify recurring patterns in students’ experiences of acceptance, participation, and belonging. The findings reveal four key dimensions of inclusive experience. First, students understand inclusion primarily as a feeling of being recognized, accepted, and valued in everyday school life. Second, teacher practices play a significant role in mediating inclusion, as supportive interaction and equitable participation opportunities shape students’ sense of involvement. Third, peer relationships emerge as a central foundation for belonging, where friendship, collaboration, and social acceptance reinforce feelings of inclusion. Finally, the study identifies a gap between policy intentions and lived experiences, showing that while schools promote inclusive values, their realization depends on consistent everyday practice. Overall, the study highlights that inclusion is not only a structural or policy-driven goal but also a relational and emotional experience shaped by daily social interaction. Understanding students’ narratives provides important insight into how inclusive education is interpreted and lived within school environments. Strengthening inclusive schooling therefore requires attention to recognition, relationships, and the everyday practices that foster genuine belonging.