Inclusive Education 

Campbell (2023) defines inclusive education as “education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected” (Campbell, 2021, p. 421).

Resource Teacher 

The Ministère de l’Éducation in Quebec outlines the three primary duties of resource teachers: “To give at-risk students individualized support and help them to find solutions to their problems; to support and guide other teachers in becoming familiar with pedagogical practices that encourage students to stay in school; to work with the school's complementary educational services for the benefit of at-risk students” (Ministère de l’Éducation, du Loisir et du Sport, 2015).

Meeting the Needs of a Diverse Student Body

Our classrooms are rich in diversity; our teaching must adapt. When it comes to improving inclusiveness, teaching and learning should be a top priority; focus on the school and classroom levels is imperative (Bush and Sargsyan, 2020). Given their role as a bridge between senior leadership and classroom teachers, leaders ‘in the middle’ can have a significant influence on teachers and teaching practices using effective collaboration that allows them to share best practices and develop strategies (Fitzgerald, 2009). Also, in order to disrupt historical patterns and understand systemic and structural issues that impact equity, educators require training and professional development (Campbell, 2021). Therefore, to effectuate change at an organisational level there must be clear direction, conditions to cultivate and reward quality pedagogy and teaching, and focus on staff development (Óskarsdóttir et al., 2020). 

Improving Social-Emotional Well-Being 

The social-emotional repercussions of the COVID-19 pandemic cannot be overlooked. The pandemic’s negative impact on the mental state of children and adolescents generated loneliness, isolation, anxiety, depression, increased fear, stress, suicidal ideation, and significant mental health decline (Ozamiz-Etxebarria et al., 2023). In addition to an increased risk of PTSD and depression, the neurotoxic effects of elevated cortisol due to trauma caused by adverse childhood experiences such as neglect, abuse, and food scarcity experienced during the pandemic is associated with impaired executive function and emotional regulation (Cross et al., 2017). To address difficulties with self-regulation, trauma-affected students require opportunities to repair attachments, build trust, and develop coping strategies (Brunzell et al., 2019). Similarly, when children feel safe and protected by trusted adults, their cortisol levels decline and their stress tolerance improves (Donzella, 2002), thus enabling them to engage in the learning process. 

In this regard, school-wide SEL programs and curricula can significantly improve the development of social and emotional competencies to facilitate school success, academic achievement, and even happiness (Green et al., 2021; Kasikci & Ozhan, 2021). A study of Ontario teachers reported that problem-solving and perseverance improved when SEL supports were introduced and that having strong student-teacher relationships was an essential component of successful implementation (Jomaa et al., 2023). Brunzell et al. (2019) identified three key elements of effective trauma-informed positive education to help students become ready to learn: the ability to recognize strengths, having a growth mindset, and accomplishments through flow. In a study of school-wide SEL curriculum implementation, students showed significant improvements in emotional regulation, resiliency, communication, problem-solving, and decision-making (Green et al., 2021). Interestingly, teachers with a higher social-emotional competence were observed to have healthier teacher-student relationships, more effective classroom management, and better success in implementing classroom SEL resulting in a healthier classroom climate and more successful students (Jennings & Greenberg, 2009).