Inclusive education is widely seen as both a moral obligation and a growing challenge for Australian schools. In theory, the aim is simple. Every student – regardless of disability, background or circumstance – learning alongside their peers with the support they need to succeed. In practice, however, schools are facing rising complexity.
Classrooms are growing more complex, enrolments of students with disability are rising, and expectations from families and policymakers are increasing – all while schools grapple with teacher shortages, tight budgets and widening equity gaps.
While the Federal Government’s 2025 Review of the Disability Standards for Education has been welcomed as a step in the right direction, disability advocates warn that, in many schools, inclusion still exists more in policy than in practice due to limited resources and inconsistent support.
Addressing the elephant in the room
Earlier this year, Dr David Armstrong and Dr David Roy published a book to help teachers translate the promise of inclusion into everyday classroom practice.
The Inclusive Teacher: A Practical Guide to Inclusion in Australian Classrooms provides guidance that is mapped to relevant Australian teacher standards and government recommendations, and has been successfully road-tested with Australian state governments, schools, and thousands of pre-service teachers.
Dr Roy says the starting point for writing the book was “a tension that many educators recognise”.
“There is widespread agreement that inclusion matters, yet many teachers feel uncertain about how to enact it in everyday classroom practice,” Dr Roy told The Educator.
“Inclusive education has long been a policy priority, but in many schools the practical realities—large classes, diverse learning needs, behavioural complexity, and limited resources—can make inclusion feel overwhelming.”
Dr Roy said the book sets out to address “the gap between policy aspiration and classroom reality.”
“Too often teachers are told what inclusion should look like, but they are given little guidance about how to implement it effectively within the constraints of real classrooms,” he said.
“The book was therefore written as a practical, accessible guide that connects research with the everyday decisions teachers make when planning lessons, managing behaviour, and supporting diverse learners.”
Teaching and student wellbeing go hand in hand
Dr Roy said one of the key messages in the book is that supporting student mental health is not something separate from teaching – it is closely connected to everyday classroom practice.
“Teachers are often among the first adults to notice when a student is struggling, which means they need confidence and clarity about how to respond appropriately,” he said.
“A central insight is the importance of recognising early signs that a student may be experiencing distress or difficulty. Teachers do not need to diagnose mental health conditions, but they do need to be attentive to changes in behaviour, engagement, or emotional regulation.”
When concerns arise, documenting observations, communicating with colleagues, and engaging school support structures are important first steps, Dr Roy said.
“The book also emphasises the value of predictable and supportive classroom environments. Clear routines, calm expectations, and consistent structures can significantly reduce anxiety for students,” he said.
“When students know what to expect and feel respected in the classroom, they are more likely to feel safe and able to engage with learning.”
Strong relationships are equally important, Dr Roy said.
“Students who feel that a teacher understands and supports them are more likely to seek help and remain connected to school. Supporting mental health therefore involves creating classrooms that prioritise safety, respect, and belonging.”
Inclusion works best when teachers work together
The final section of The Inclusive Teacher encourages educators to step back and reflect on what inclusion actually means in their own practice.
“Rather than offering a simple checklist, the book emphasises that inclusive teaching is an ongoing professional journey shaped by reflection, adaptation, and collaboration,” Dr Roy said. “One of the key takeaways is that inclusion should not be seen as something extra added onto teaching.”
Roy said many of the practices that support inclusive classrooms, such as clear communication, flexible teaching strategies, structured routines, and strong relationships, are “simply hallmarks of good teaching.”
“When teachers design learning with diverse students in mind, the benefits extend to everyone in the classroom.”
Another important message, says Dr Roy, is that teachers should not feel they must carry the responsibility for inclusion alone.
“Effective inclusive practice depends on collaboration between teachers, support staff, school leaders, and families,” he said. “Schools need cultures where teachers can seek advice, share strategies, and learn from one another.”
Dr Roy said the book ultimately asks educators to consider what small but meaningful changes they might make in their own classrooms.
“Inclusion is not achieved through grand gestures, but through thoughtful everyday decisions that help ensure every student feels seen, supported, and able to participate in learning.”