Young children’s perspectives on resolving social exclusion within inclusive classrooms

Not all children benefit from the opportunities of inclusive education, especially children with social, emotional and behavioural difficulties (SEBD). This article presents the findings of a Q study exploring the perspectives of children with or at risk of SEBD, who experience difficulties with their social participation within the mainstream classroom. Forty-five children, aged 6–8 years, sorted 15 statements outlining approaches for resolving social exclusion and victimisation situations. Four shared perspectives were identified per situation using by-person factor analysis. These perspectives differed primarily with respect to the actors held responsible for resolving the situation. Therefore, a one-size-fits-all approach is not appropriate for addressing the social needs of children with or at risk of SEBD within the inclusive classroom