In this publication, we share thought pieces, insights and case studies that focus on research and evidence related to creating more inclusive schools and that are relevant to local and global contexts. The articles and case studies in this publication cover examples from countries across the world, and include insights from policy makers in India, Lebanon, Pakistan and South Africa.

The collection covers a wide variety of issues relating to groups of pupils that are not always included into the regular education systems in their countries. These include pupils with special educational needs and disabilities, girls and pupils who have been displaced (either internally, cross-border to third countries by conflict, natural disaster or economic hardship) and those who have been excluded from education because of language, culture, ethnicity, social status, trauma or a lack of resources. However, it is fully recognised that there are significant intersectionality issues between and among these groups, and this is acknowledged within the papers.

We hope they will offer policy makers, school leaders and teachers food for thought as they consider the challenges and opportunities of creating more inclusive schools. As we develop our self-awareness and reflect on our practice, our techniques and pedagogies will undoubtedly become more sophisticated. Successful inclusion relies on a continual process of reflection, adjustment and planning, but perhaps, above all else, it relies on our educators having an unwavering commitment to and belief in the Incheon ambition that ‘No education target should be considered met unless met by all’. There is no more important an ambition: inclusive education is essential for peace, tolerance, human fulfilment and sustainable development. It is the key to achieving full employment and poverty eradication, and we cannot therefore afford to have any child left behind.