Are We Included?

Evidenced mentoring programmes for ҹèƵ and beyond: boosting confidence, aspiration, and belonging with pupils in Primary and Secondary schools
Are we included logo on a white background
Developed by academics at the ҹèƵ and ҹèƵ Marjon University, in partnership with ҹèƵ school pupils, teachers, school leaders and families, our ‘Are We Included?’ mentoring programmes have been delivered to over 200 pupils across 15 separate cohorts since they began in Autumn 2022.
Aimed at boosting access, aspiration, attainment, and achievement, our 8-week programmes pair pupils with trained undergraduate and postgraduate student mentors to build confidence, celebrate success, and bolster a sense of inclusion and belonging within the school community. During weekly in-school sessions, students work in small groups in an open, supportive atmosphere, discussing topics key to inclusion and sharing thoughts, opinions and feelings. The final session consists of a visit to the ҹèƵ campus, offering students an opportunity to celebrate their participation, explore the University, and spark aspirations for the future. 

School presentations

 

Our impact so far...

Since our programmes began in 2022, ‘Are We Included?’ has delivered impact for:
  • A

    203 pupils across ҹèƵ

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    9 Primary and Secondary schools

  • Ê

    24 teachers, school leaders, and support staff

  • Æ

    18 university students as mentors

The ‘Are We Included?’ programmes

Since 2022, we’ve delivered tailored programmes for pupils in primary schools (KS2) and secondary schools (KS3+4), as well as a bespoke ҹèƵ City Council funded programme for a cohort of ‘Children Looked After’. 
Together with the 'Opportunity ҹèƵ' and 'Engineering 4 Inclusion' schemes, our ‘Are We Included?’ programmes form part of a suite of mentoring experiences developed by the team that support young people at every stage of their education journey. 
Our ‘Are We Included?’ mentors work with pupils in small groups of 2-5, meeting for weekly 1-hour sessions.
Each programme’s content is pre-planned by the academic team and informed by our ongoing research, with activities and discussions to include:
  • Getting to know each other
  • Positive role models 
  • Aspirations - The end goal, next steps, university, career…
  • Building Confidence – celebrating success and what makes me ‘me’
  • Attainment - ‘Doing your best’ and how you do that
  • Communication – skills for talking and why they’re important
  • Presentations – practicing public speaking and boosting confidence
  • Celebration Event and a tour of the University – celebrating success and sparking aspirations!
Now entering its fourth year, the programme has already evidenced significant impact for students, schools, and mentors. For more information, take a look at our evaluation reports, ‘Pupil Voices’ video, and participant quotes.
 
 

Following our latest AWI Primary programme in Spring 2025:

  • [

    100% had been feeling prouder of their achievements

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    95% of pupils were thinking more about their future

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    95% had been trying harder to improve their schoolwork

  • @

    91% had been more focused on improving their behaviour

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    91% had been feeling more like they belong at school

A Place-Based Approach: Improving Inclusion in ҹèƵ Schools

Drawing on findings from our team’s recent DfE commissioned evaluation (PDF) of ҹèƵ’s ‘’, our ‘AWI?’ programme embodies a contextualised, place-based approach to enhancing inclusion in our  city’s schools. ҹèƵ universities collaborate with ҹèƵ schools to address city-wide education challenges, with our ‘AWI?’ programme aiming to improve educational experiences and outcomes for ҹèƵ teachers, ҹèƵ families, and ҹèƵ children, one cohort at a time.
Providing practical and evidenced place-based impact on the ground, the project inspires city-wide collaboration, encourages further commitment from wider education partners, and enhances existing cross-sector communication networks.
 
 

Staff comments

I saw a significant improvement in the confidence levels of 2 of our quieter pupils over the programme. It was really great to see them speaking out in groups and laughing with the mentors

Staff member from UTC ҹèƵ

This programme is a great tool to build aspirations in our young people and give them hope for the future

Member of staff from Notre Dame School

Being part of this ground-breaking project has provided me with a valuable addition to my pastoral toolbox, as I am able to encourage students to reflect on their involvement and participation in the project when they have approached me for support in times of anxiety or low confidence

Member of Pastoral Staff – Hele’s School

Mentor comments

Being a mentor for ‘Are we Included?’ was a great experience for my own personal growth and for the growth of my mentees. I saw the students become more open and good at speaking in an unfamiliar group, and it was nice to be able to build their confidence in themselves and their skills

University Student Mentor

My time with Suanne, George, and the mentees I worked with has been nothing short of incredible. I have learnt so many new skills that I will be able to take forward in my future study and career. It has left me feeling very proud that I have played a part in helping young people with their career aspirations, giving them the tools to succeed

University Student Mentor

There was one girl in particular who exhibited the most change… Her pastoral teacher told me that they had noticed a new openness in her and that she had started working more effectively with the support systems

Mentor/Undergraduate student

Pupil voices

I’m thinking more about my future and what I want to do when I leave school. Before I didn’t have a plan; I was like “go to uni… maybe… don’t know!”, but now I have a plan. I want to be a biomedical scientist

Year 8 Student

My favourite part of the programme was probably speaking about my goals and my achievements in school. I just enjoyed speaking about it to somebody because I don’t usually get to do that

Year 8 Student

It’s changed the way I feel about myself and what I want to do in the future… it can make you feel better about yourself – that’s what it did for me

Year 8 Student

Our wider Research work

Creating impact since early 2021, the wider ‘Are We Included?’ project is an inclusive education and research collaboration between the ҹèƵ, ҹèƵ Marjon University, ҹèƵ city secondary schools, and international partners.
So far, the ‘AWI?’ project has included six distinct studies:
  • Study 1 comprised a ҹèƵ-wide assessment of inclusion in the city’s secondary schools. Using questionnaire tools developed by colleagues at Monash University in Australia, we gathered insights into inclusion from ҹèƵ students, parents/carers, and school staff. 
  • Study 2 assessed and validated the Monash questionnaire tools for UK use using psychometric analysis and interviews. This study also gained further interview input from students, teachers and parents/carers regarding their experiences of inclusion in school.
  • Study 3 saw us develop and pilot our a six-week coaching programme aimed at improving access, aspiration, and attainment for secondary school students, boosting confidence, and developing a sense of belonging within the school community. Following a successful pilot in two ҹèƵ secondary schools during the Autumn term of 2022 (Blandford, Casson, Gibson, Munn and Shute, 2023), our programmes have now been successfully delivered to 15 cohorts of students, across 9 of ҹèƵ’s primary and secondary schools, with impact evidenced in our termly evaluation reports below.
  • In 2022, our team were commissioned by the Department for Education to evaluate the ongoing impact of . A novel city-wide collaboration between ҹèƵ secondary schools, MATs, DfE officials, and ҹèƵ City Council, the initiative was found to have increased communication, collaboration, and connection between partners, but with more work still to be done. Read our 2023 report .  
  • Our team has delivered a range of CPD programmes across the city, in partnership with , and the ҹèƵ. Topics covered include inclusion, social mobility, parent/carer partnership, SEND, and positive behaviour. 
  • Study 4: The latest stage of our work involves the ‘AWI?’ team delivering the UK component of an international study on parent/carer perception and choice regarding mainstream vs specialist schools. During 2024, our team distributed Monash University devised questionnaire tools to parents/carers of students with Special Educational Needs from across the country. Our UK data is currently being analysed alongside data from 18 other countries, and findings will inform UK and international publications and policy recommendations. Currently planning the second phase of this work, in the Spring of 2026 our team will host a series of interviews with parents and carers from across England, gathering crucial further insight into their school choices and priorities.
Since the project began, our team have published 21 reports, 7 academic papers, 5 related blogs, and a book, and presented over 22 keynotes and workshops at national and international conferences.
 

'Are We Included?' Programme Evaluations

Are we included strategy DfE evaluation

 

Publications

Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (8th-10th May 2023), Are We Included? A place-based approach to inclusion and professional teacher’s experiences in the Southwest of England, , Pedagogical University of Krakow, Poland
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (15th June 2023), ‘Are We Included?’ A study of ‘inclusion’ and planned interventions in ҹèƵ Secondary schools, ҹèƵ Institute of Education Inclusion Node research seminar.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (14th July 2023), Are We Included? The ҹèƵ Child, Family, and Teacher: An international study of education and inclusion across ҹèƵ city secondary schools (2020/24), Royal Society of the Arts, .
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (12th-14th Sept 2023), Are We Included? A place-based approach to inclusion in the Southwest of England to address the hidden post-pandemic exclusion issue, British Education Research Association annual conference, Aston University.
Achtaridou, E.; Blandford, S.; Gibson, S. and Sharma, U. (2022), A Framework for Inclusion, Teaching Times, Available from Teaching Times.
Bamsey, V., Blandford, S., Gibson, S., Traling, J. and  Vasello, T (2022), SEND Green paper 2022- Some Critical Insights, Teaching Times, Available from Teaching Times.
Bamsey, V. and Gibson, S. (2022), Inclusive Education during a pandemic: A collaboration between two countries, Inclusion Now 63, The Alliance for Inclusive Education, Available from
Blandford, S., & Burkey, S. (2023). Teaching and Learning to Unlock Social Mobility for Every Child: Building Learning Futures. Connecting Research with Practice in Special and Inclusive Education.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). ҹèƵ Place Based School Improvement Evaluation Report: Evaluation of the approach and impact of ҹèƵ’s Place-Based School Improvement work (September 2020 - August 2022) on 19 ҹèƵ Secondary schools and an Alternative Provision Provider. ҹèƵ Marjon University and ҹèƵ University, ҹèƵ.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). ‘Are We Included?’ – Study 3: Findings from the Autumn 2022 ‘Are We Included?’ Mutuality Coaching Programme. ҹèƵ Marjon University and ҹèƵ, ҹèƵ
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). ‘Are We Included?’ – Study 3: Findings from the Spring 2023 ‘Are We Included?’ Mutuality Coaching Programme. ҹèƵ Marjon University and ҹèƵ, ҹèƵ. 
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). ‘Are We Included?’ – Study 3: Findings from the Summer 2023 ‘Are We Included?’ Mutuality Coaching Programme. ҹèƵ Marjon University and ҹèƵ, ҹèƵ. 
 Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Schools Collaborate To Make Inclusion Work. Teaching Times.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Schools Collaborate To Make Inclusion Work. Teaching Times. Available at:
Blandford, S. (2024). Why Are 1.5 Million Children In England Failing To Attend School? Teaching Times. Available at:
Munn, G. (2024). A Vision for True Inclusion in ҹèƵ Schools and Beyond. Teaching Times. Available at:
Gibson, Suanne (2025) "Collaborating through Place-Based Partnerships for Inclusion," ҹèƵ Institute of Education Open Journal: Vol. 3: Iss. 3, Article 4. DOI:

The ‘Are We Included?’ team

Working in collaboration with: