Training to Teach: Creating Inclusive Learning Environments

Authors

Rebecca Anne Rose, University of PlymouthFollow

Abstract

Inclusion is often discussed as a policy imperative, but its true impact is realised only through daily classroom practice. As student teachers, we argue that inclusion should move beyond compliance to become a mindset and a lived commitment. Our experiences reveal that policy and practice are not always as intertwined as we hope. As future educators, we aspire for inclusion to require ongoing self-reflection, courage, and compassion, ensuring every student is seen, valued, and empowered to succeed. We believe policy must genuinely support and reflect this commitment, making inclusion not just a requirement, but a fundamental part of educational culture and everyday teaching.

Recommended Citation

Rose, Rebecca Anne (2025) "Training to Teach: Creating Inclusive Learning Environments," Plymouth Institute of Education Open Journal: Vol. 3: Iss. 3, Article 15.
DOI: https://doi.org/10.70156/2634-8594.1016
Available at: https://pearl.plymouth.ac.uk/pieoj/vol3/iss3/15