An inclusive school climate draws upon these practices and more to create a school environment in which every child belongs and is able to learn.

Walk into any school or classroom and you will know if they were successful in creating this environment! You immediately feel welcomed, accepted, important to the group – or uncomfortable and tenative, almost as though you are intruding on someone else’s space or activity. In thousands of conversations with students, parents, and educators, we hear that the defining characteristic of inclusive schools must go far beyond the banners that proclaim each school’s mission statement to the quality and intent of daily human-to-human interactions.

Here are just a few questions to ask as we promote a more inclusive climate.

• Do all students feel a strong sense of belonging?
• Do all parents believe that the school values their perspectives and contributions?
• Do parents and educators leave meetings together with a renewed sense of shared purpose on behalf of the student?
• Do school purposively nurture positive student relationships and shared activities?
• Are all faculty members appreciative of diversity in student readiness and learning, language, race, culture, experiences, and more?
• Do student considerations take priority over adult considerations when concerns arise?
• Is shared ownership for all students clearly expressed as a non-negotiable by the superintendent and each school’s principal?