Abstract:

This pilot study examines the process of successful inclusion of children with Special Educational Needs and Disabilities (SEND) in a primary school in North East England. Sustainable educational change requires schools to consider enablers and barriers which may impact teachers’ ability and motivation to engage fully with change. This research captures learning from a school which successfully enabled teachers to be fully involved with the change process and developed a system of shared beliefs and values.

The Theoretical Domains Framework (TDF) was used as a conceptual framework for this study, in combination with the COM-B model (capabilities, opportunities and motivations) and the Behaviour Change Wheel (BCW). The objective was to explore how teachers’ and leaders’ behaviours changed through the implementation of trauma-informed educational practices. Research questions were: What are the key experiences of teachers and leaders during the change process? How do TDF domains explain the behaviour changes observed?

Online questionnaires with open questions based on TDF domains were distributed to teachers to assess changes in knowledge, skills, motivation, and classroom practices. Four semi-structured interviews were then conducted with the headteacher, deputy headteacher, an experienced teacher and an early career teacher. Data was analysed using thematic analysis framed around TDF and BCW components.

Initial analysis shows how changes have focused on creating calming and safe classroom environments through structural adjustments, curriculum modifications, and innovative methodologies. The school community's capability profile demonstrates a strong foundation of knowledge and skills essential for effective implementation. Teachers and support staff have adopted diverse strategies, including behaviour regulation techniques and specialised support structures.

Teachers and school leaders show adaptability and commitment to professional growth, improving classroom management, communication, and strategic planning. Continuous professional development ensures staff apply best practices and foster supportive relationships with students. Despite initial challenges, the school proactively embraced learning and adaptation through ongoing training initiatives and collaborative efforts, focusing on inclusive education practices.

Opportunities for implementing transformative changes are strategically aligned with enhancing both physical and social dimensions to support effective educational practices. Physical adjustments, like redesigning classroom layouts and implementing trauma-informed learning spaces, create supportive learning environments. There is consistency across classrooms, enabling teachers to confidently apply trauma-informed principles and understand individual student needs.

Motivation within the school community is crucial for sustaining transformative changes. Confidence is bolstered by ongoing support and training, essential for overcoming challenges and sustaining positive changes. The school's journey reflects a commitment to student success and well-being. Aligning personal, professional, and school-level goals with inclusive practices ensures a supportive learning environment.

The TDF framework has been effective in examining behaviour change among teachers, highlighting positive and manageable changes. A gradual, collaborative approach with strong leadership can successfully embed an inclusive community ethos.

Keywords:

SEND, inclusion, innovation, curriculum, change, behaviour change, school improvement.