Six questions on inclusion: why is sense of belonging an important element of learning?

Sanna Vanhanen, you defended your dissertation on inclusion in basic education in June 2026. Why is the sense of inclusion a significant part of learning?

The sense of belonging is an important part of learning because it reflects whether pupils feel accepted and valued as members of their class. When pupils experience inclusion, it is easier for them to participate in teaching and other school activities. 

The sense of belonging strengthens pupils’ wellbeing and thereby promotes learning. Pupils learn best when they feel accepted and valued in their class. 

Which role does the teacher play when implementing inclusion?

My doctoral research shows that from the pupils’ perspective inclusion is realised when they experience both a sense of belonging and acceptance from their teacher. Teachers therefore play a key role in implementing inclusion as they can promote inclusion by showing their acceptance of diverse pupils. Teachers should actively foster pupils’ sense of belonging, promote equality and equity, and support each pupil’s participation.

Creating an accepting atmosphere and valuing diversity in teaching are key factors in ensuring that inclusion becomes a lived reality. 

Why are a sense of belonging and support for learning important for society as a whole?

With appropriate support for learning, every pupil has the opportunity to learn from their own starting point and make the most of their strengths. Society benefits when the strengths of all pupils are recognised and when pupils receive adequate and timely support for learning. 

Inclusive basic education that incorporates support for learning helps to build a society where diversity is seen as a strength. When schools support pupils’ learning, sense of belonging, community spirit and participation, they also promoted social cohesion and societal justice. 

In the long term, this can help prevent social exclusion and promote the participation and wellbeing of individuals. In this way, people are better equipped to participate in working life and in society more generally. 

How can research help to develop schools in ways that enable every pupil to participate?

The findings of my research indicate that pupils requiring additional support experienced a weaker sense of belonging and felt less accepted by their teachers than their peers. This suggests that greater attention should be paid to the needs of pupils requiring support, ensuring that they too have opportunities to participate fully and to feel accepted in school as themselves. School development should therefore focus not only on structural arrangements but also, and perhaps more importantly, on pupils' experiences and individual needs.

The Inclusion in Basic Education model that I present in my dissertation identifies inclusion, equality and equity, appreciation of diversity, participation, and a sense of community as the key pillars of inclusive basic education. Strengthening these elements can enhance pupils' sense of belonging and support their learning.  

My doctoral research contributes to school development by providing a clearer understanding of what inclusive basic education looks like in practice. When schools draw on this knowledge to inform their development, every pupil can get the support they need and the opportunity to succeed regardless of their individual circumstances.

Minna Seppälä, you completed your doctoral degree on inclusion in vocational education in May 2026. How do equitable learning opportunities affect people’s lives in the longer term?

Equitable learning opportunities provide the foundation for students’ participation, educational progression and transition into working life. 

When students get the support they need and are able to learn as part of a wider community, their opportunities to achieve educational goals are enhanced. In the longer term, this can lead to improved employment prospects and greater participation in society.

How is inclusion realised in vocational education?

According to my doctoral research, the implementation of inclusion in vocational education is a complex and multifaceted phenomenon. Key factors supporting inclusion include the strong commitment of school leadership, a shared organisational culture, multiprofessional collaboration and staff’s expertise in inclusive practices. 

At the same time, this research showed considerable variation in how inclusion is implemented. Challenges arise from differing understandings of inclusion as well as variations in institutional policies and practices. 

First and foremost, inclusion is realised through everyday interactions and pedagogical choices.

Read PhD Sanna Vanhanen's and PhD Minna Seppälä’s dissertations:

Sanna Vanhanen: Inkluusio perusopetuksessa : Yläkouluikäisten oppilaiden kuuluvuuden tunne ja opettajan hyväksyntä sosiaalisen inkluusion kuvaajina (Dissertation in Finnish with an English abstract)

Minna Seppälä: Mahdollisuuksia kaikille : Inkluusio ammatillisessa koulutuksessa (Dissertation in Finnish with an English abstract)