Some external materials that you can watch to develop your knowledge and skills developed in this module:

1. Why are schools more segregated now than in the 1980s? https://www.ted.com/talks/sonia_park_why_are_schools_more_segregated_now_than_in_the_1980s?subtitle=en
2. We need leaders who boldly champion inclusion https://www.ted.com/talks/june_sarpong_we_need_leaders_who_boldly_champion_inclusion
3. The Inclusion in Schools Programme https://www.ase.org.uk/inclusion-in-schools-programme

Think about specific situations in your school. Do you know any VET learner you notice warning signs of inclusivity problems?  Write the names and surnames of these learners. Think about what you can do and who to contact to help them.

The lack of inclusivity in VET schools can have significant negative consequences for learners, educators, and the educational environment as a whole. These consequences can be broadly categorised into lower academic achievement, high psychological distress, negative functioning in the relations, reduced social and civic skills and reinforcement of systemic inequalities.

Research indicates that learners from marginalised groups often perform worse academically in environments where they feel excluded or discriminated against. Inclusive schools foster a sense of belonging, which has been linked to better academic outcomes. (Walton & Cohen, 2011). A lack of inclusivity can perpetuate achievement gaps and limit opportunities for learners from disadvantaged backgrounds.

Exclusion and discrimination in schools can lead to increased levels of anxiety, depression, and low self-esteem among learners. The absence of inclusive practices often exacerbates these issues, especially for learners with disabilities, LGBTQIA+ learners, or those from minority ethnic backgrounds (Crosnoe, 2011). In consequence psychological distress can hinder emotional well-being and social development, further impacting VET learners’ overall success.

Schools lacking inclusivity are more prone to creating hostile environments, including bullying, ostracism, and peer conflicts (Swearer et al., 2010). A hostile school climate undermines VET learners’ safety and their ability to engage in learning effectively.

VET schools play a critical role in preparing learners for participation in diverse societies. A lack of inclusivity prevents learners from interacting with peers from different backgrounds, limiting their development of empathy, cultural competence, and collaboration skills (Banks, 2016). VET learners may graduate without the skills needed to thrive in multicultural environments, impacting future workplace and social interactions.

Schools that fail to be inclusive often perpetuate systemic inequalities, such as racial, socioeconomic, and gender disparities. These inequalities can shape learners’ trajectories into adulthood, influencing their career prospects, income levels, and social mobility (Ladson-Billings, 1995). A lack of inclusivity entrenches societal inequities, making it difficult to achieve broader social justice goals.

In this micro-course, you learned what different approaches to diversity within VET entail in terms of inclusion and exclusion of underrepresented learners. You also explored different categories of underrepresented learners, understanding the differences among them but also the limits of categorisation systems in the face of intersectionality and individuals’ unique needs. Finally, you can take a look at the main factors contributing to underrepresentation and exclusion in VET systems in the Annex below.

Connections to the Other Modules

You can further investigate these issues in modules:

2: Warning signals of inclusivity problems in the classroom and the school

3: Understanding Learner Engagement in VET

4: Learners’ Sense of Belonging

The OECD offers a tripartite categorisation for learners with a potential for exclusion based on perceived causes of difficulty in achieving a functional learning capacity:

• “Disabilities”: disabilities or impairments related to sensory, motor, or neurological problems based on standard medical criteria
• “Difficulties”: problems arising in the interaction between the student and the educational context, such as behavioural or emotional disorders, or specific difficulties in learning
• “Disadvantages”: disadvantages related to socio-economic, cultural, and/or linguistic factors (OECD, 2008).

Within each of these categories, different types of underrepresented learners can be identified. Most learners with disabilities are often grouped within the category of Special Educational Needs (SEN). This usually includes:

There are however other underrepresented groups who are not covered by the SEN categorisation:

Now, it is important you remember that:

• the definition of “underrepresented learners” is context-dependent and varies by country, institution, and field of study;
• the list of underrepresented groups is not exhaustive and can differ based on classification systems;
• each group and individual faces unique challenges and needs that may not align with these general descriptions;
• individuals may belong to multiple groups simultaneously, experiencing intersectionality and multiple forms of exclusion;
• the distinction between “mainstream” and “underrepresented” learners can be blurred, as individuals may exhibit characteristics of both;
• a learner’s status as “mainstream,” “vulnerable,” or “underrepresented” can change over time and due to personal circumstances (KIC and OIC, 2023).