Every September, teachers spend time setting expectations with a new class. Sometimes those expectations become a list of rules that pupils can repeat but do not really feel part of.

n the first few days, teachers and pupils are already beginning to answer those questions through the way they enter the room, listen, take risks, recover from mistakes and treat one another.

Inclusion isn’t just a buzzword—it’s a commitment. Increasingly a commitment that schools are going to be held accountable for delivering. For pupils with special educational needs and/or disabilities (SEND) , being part of a mainstream school can open doors to friendships, opportunities, and a sense of belonging. But let’s be real: inclusion doesn’t happen by accident. It takes planning, collaboration, and the right tools. That’s exactly why the University of Southampton dev