Teachers play a crucial role in shaping not only the academic journey of their students but also their emotional wellbeing. Among our students there are those who are considered more vulnerable – those who face various challenges that affect their ability to learn effectively and their wellbeing.
Creating an inclusive classroom environment involves best practices that cater to the diverse needs of our vulnerable learners, as well as the needs of our wider student body.
Inclusive classrooms extend beyond merely supporting academic instruction for students with SEN. Instead, they offer advantages to everyone – students, teachers, school leaders and parents/carers.
In inclusive school environments, we see reduced absenteeism and disciplinary problems as students feel valued and included and respond with increased engagement in the learning process.
Furthermore, supporting friendships within diverse peer groups brings benefits for all students and having positive teacher-student relationships helps teachers to gain deeper insights into their students' lives.
Warm and inclusive environments
A warm and inclusive environment is the foundation upon which successful teaching and learning experiences are built. For vulnerable learners, a supportive atmosphere can significantly improve their engagement and motivation.
A warm classroom provides a safe space where students feel valued and accepted, fostering a sense of belonging that is crucial for academic success. A recent SecEd article about emerging research into “belonging” in schools emphasises this, offering nine factors that influence whether students feel they belong.
From my experience, teachers can create a warm environment by greeting students with a smile, displaying empathy, and expressing genuine interest in (or concern about) their wellbeing.
Simple gestures, such as learning and using students' names early on contribute to a positive atmosphere that encourages a sense of community.
Incorporating elements of students' cultures and backgrounds into the classroom decor and activities helps to validate their identities and creates an inclusive space.
Establishing transparent guidelines for classroom conduct and involving students in the development of these rules also fosters a learning atmosphere where everyone feels invested and responsible.
Teachers and students should collaborate to outline expectations concerning behaviours that uphold a productive, safe, and respectful learning environment, while also mirroring the behaviour policy of the wider school of course. This is especially important in your first lessons with a group – usually in September.
Simplifying classroom expectations and consequences ensures clarity for all students. In nurturing a positive learning environment, teachers should consider students' suggestions for classroom culture – by involving them in the process we validate the rewards or sanctions we agree upon.
Building relationships with students
One of the cornerstones of effective teaching, especially for vulnerable learners, is the cultivation of meaningful relationships.
Establishing a connection with students goes beyond the conventional teacher-student dynamic and involves understanding their individual needs, aspirations, and challenges.
For vulnerable learners, who may be facing various personal struggles, a strong teacher-student relationship can be a powerful source of support. Look no further than some of the powerful contributions to SecEd by Steven Russell, who grew up living in care, including his article on five ways to build connections with your students.
It is also really important to invest time in your student relationships as you build “relationship capital” that will be crucial to lean on during difficult conversations if and when they occur.
Students who respect their teachers will care more about the feedback they receive and also trust this feedback more easily.
Teachers should prioritise getting to know something about each of their students on a personal level – something small such as a particular interest, hobby, or future goal.
Authentic connection with individual students forms the cornerstone of a genuinely inclusive classroom environment. By understanding students' backgrounds and viewpoints teachers can facilitate learning environments that are relevant to their lives, where they feel comfortable with their life experiences and perspectives, sharing these with their peers. This should also help us to enhance cultural awareness for students (and staff).
This building of trust is even more vital for vulnerable learners as it encourages them to share their concerns or even disclose.
The context of your students
Understanding the context in which students live is crucial for tailoring your teaching to make it relevant and relatable. For vulnerable learners, this means considering factors such as socio-economic background, family dynamics, and cultural influences.
By acknowledging and embracing the diversity within the classroom, teachers can create a learning environment that reflects students' lived experiences.
To incorporate context into the curriculum, teachers can use real-life examples and draw connections between academic content and students' daily lives. This makes learning more relatable and also demonstrates to students that their experiences are valued and valid.
Integrating diverse perspectives and culturally relevant materials into the curriculum fosters a sense of inclusivity and helps bridge the gap between the students' worlds and the content they are studying.
Of course, fostering inclusivity requires a variety of resources and tasks that cater to diverse learning styles – for example, presenting a topic through visual aids, auditory presentations, and hands-on activities, whether completed individually, in small groups, or during extra-curricular activities.
An inclusive classroom also fosters creativity by offering opportunities for students to think innovatively and take intellectual risks, embracing mistakes as part of the learning process while exploring inventive problem-solving strategies.
Being present in the moment
In the fast-paced world of education, being present in the moment is a fundamental aspect of effective teaching. For vulnerable learners, who may require additional emotional support, a teacher's presence can be a stabilising force. Being present involves actively engaging with students, both academically and emotionally, during classroom interactions.
Teachers can demonstrate presence by maintaining eye-contact, using positive body language, and actively participating in class discussions.
Creating a sense of attentiveness communicates to students that their thoughts and contributions are valued, boosting their confidence and self-esteem.
Moreover, being present allows teachers to identify signs of emotional distress or disengagement early on, enabling timely intervention (don’t forget that your meet and greet at the door is a key part of this).
Incorporating mindfulness techniques into the classroom routine is another way to foster a sense of presence. I have found that short mindfulness exercises, such as deep-breathing or reflective journaling, can help create a calm and focused atmosphere, benefiting all students, particularly those who may be dealing with stress or anxiety.
Regular teacher contact with parents/carers offers opportunities for private discussions about areas where additional support may be required. Recognising that some students and their families may not readily seek assistance, it is crucial for teachers and school systems to proactively communicate available academic and non-academic resources within the school and local community to all students and families.
Encouraging compassionate dialogues about the additional support needs of students and families fosters an approachable environment that proves beneficial for all involved.
And, of course, contacting parents about positives and achievements is just as important – creating a circle of support and encouragement for our students.
Final thoughts
Supporting vulnerable learners in the classroom involves a holistic approach that encompasses a warm and inclusive environment, building meaningful relationships, understanding the context of students, and being present in the moment.
These best practices not only contribute to academic success but also nurture the emotional wellbeing of students, creating a positive and empowering learning experience.
- Jessica Richards is assistant headteacher for teaching and learning with Taaleem in Abu Dhabi. Find her on X @JCR91. Read her previous articles for SecEd via www.sec-ed.co.uk/authors/jessica-richards