Leading Inclusive Education
The Impact of a City’s Place-Based Pedagogical Partnership with Higher Education on Secondary School Inclusion
Bibliographic Data
| ID | 8405482 |
|---|---|
| Authors | Suanne Gibson (0000-0002-1717-7924, University of Plymouth, corresponding author), Sonia Blandford (0000-0003-2529-479X, Plymouth Marjon University), Wendy Casson (Onderwijsraad), George Munn (University of Plymouth), Jen Shute (University of Plymouth), Hayley Hall (Earl Haig Secondary School), Anna Mills (0009-0001-5094-1461, Cornwall Partnership NHS Foundation Trust), Liz Staples (Plymouth Marjon University) |
| Year | 2026 |
| Volume | 74 |
| Issue | 1 |
| Pages | 5-29 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2025.2578542 |
| OpenAlex | W4416103516 |
| Language | EN |
| References cited | 34 |
The focus of this article is leadership for inclusive education. The work presented explores a three-year (2021–2024) place-based pedagogical partnership (PBPP) with schools and higher education (HE) leading change for inclusion and school improvement across Plymouth city’s secondary school network. National and international governments emphasise the role HE has in partnering with its local communities to achieve equal education access, inclusive pupil progress and student equality. The aims of this project and partnership were firstly to build meaningful relationships across secondary school leadership teams, local council, regional government and two city universities, and secondly to develop sustained practices that had evidenced impact on inclusion. The data reported highlights how the project co-created new practices, communication channels and policies, which contributed to school improvement, inclusive education and the development of new pedagogy. A pedagogical partnership model was established, taking a critical collaborative approach in aims and working from a place-based, contextual space. Findings show how the partnership impacted on the collaboration style of school leaders; improved pupil attendance, attainment and achievement developed new Continuing Professional Development (CPD) programmes; developed alternative education provision; and established a mentoring programme for school pupils. Outcomes and findings contribute knowledge to the evolving discourse of inclusive education, emphasising the relevance and impact of place-based pedagogic partnerships working across institutions to lead inclusion
Curriculum · General partnership · Higher education · Inclusion (mineral) · Educational Environments and Student Outcomes · Indigenous and Place-Based Education · Service-Learning and Community Engagement
Communities of Practice
Education for Sustainable Development Goals
A framework for the implementation of the Sustainable Development Goals in university programmes
Promoting inclusion and equity in education
Thematic analysis.
A Whole Education Approach to Inclusive Education
Global Social Responsibility and the Internationalisation of Higher Education for Society
Reflecting on reflexive thematic analysis
Students as researchers for promoting school improvement and inclusion
Place-based education – a systematic review of literature
The Geography of Rural Educational Opportunity
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Guiding schools on their journey towards inclusion
How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations
Inclusion
Factors influencing teacher self-efficacy for inclusive education
Indentured autonomy’
New frontiers in local government community engagement
School Improvement
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |