Work

Defining and exploring relational inclusivity: attending to inclusion across four dimensions of schooling

Year: 2025

Type: article

Abstract: The goal of this paper is to present, conceptually and empirically, a framing for inclusion grounded in the social network perspective: Relational Inclusivity (RI). This approach emphasizes the importance of interdependent student relationships that educators must attend to in order to create socially responsive learning communities. We center relational ties and dynamics across four social dimensions experienced by students: friendships, recess, academic support, and emotional connection networks. Using data from a Grade 7 class collected through the Social Network Analysis (SNA) Toolkit, we illustrate how student experiences vary across these four dimensions and how educators may attend to them. We argue that an RI approach necessarily shifts attention away from traditional individualized paradigms of achievement and towards the social dynamics of learning environments.

Source: Frontiers in Education

DOI: 10.3389/feduc.2025.1544512

Authors: Christoforos Mamas, David Trautman

Institution: University of California San Diego

Language: English

Topic: Educational Environments and Student Outcomes

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,353