Success factors for inclusive education

International discussion on implementing inclusive practices has managed to identify various factors having a significant impact on the successful implementation of inclusive education. Considering the aspect that inclusive school developmental processes have to address different levels of the education system (Booth & Ainscow, 2002), these factors can be assigned to three different levels: (1) contextual factors at the systemic level, (2) process factors and (3) individual characteristics (Breyer & Gasteiger-Klicpera, 2023).

According to Hattie (2009), professionals play a pivotal role, with their individual characteristics - particularly their beliefs, attitudes, and sense of efficacy - being among the most critical. In the following, these key attributes are explored and the relevance of a growth mindset to enhance Community of Practice in inclusive educational contexts is examined. 

According to Richardson (1996, p.103) “attitudes and beliefs are a subset of a group of constructs that name, define and describe the structure and content of mental state that are thought to drive a person’s action.” While all people hold beliefs about everything, teachers hold specific educational beliefs related to their profession (Ben-Yehuda et al., 2010).  

Thus, teachers’ beliefs are deep-seated assumptions and convictions they hold about teaching, learning, students, diversity and their own role in the classroom. Such beliefs are shaped by personal experience, past schooling and instruction and exposure to formal pedagogical knowledge (Richardson, 1996, p. 108ff). In turn, they influence how teachers interpret situations, make decisions and act. 

While beliefs are often seen as a cognitive component, attitudes are seen as more emotionally-driven responses or dispositions towards specific topics (affective component) – such as inclusive education. They are shaped by personal experience, social context and underlying beliefs. Beliefs and attitudes are closely linked and significantly influence teaching behaviour and openness towards inclusive practices. 

Moreover, teachers’ behaviour in the classroom is closely associated with their sense of self-efficacy. Self-efficacy refers to the confidence individuals have in their ability to successfully carry out specific tasks (Bandura, 1993). According to Bandura (1977, 1994), the key sources that shape and strengthen self-efficacy beliefs include performance outcomes based on mastery experiences, verbal persuasion, physiological states and vicarious experiences. Teachers with a strong sense of efficacy are more open to new ideas and more willing to try innovative methods to support diverse learners. They also tend to be more patient with student mistake and more persistent in supporting struggling students (Ben-Yehuda et al., 2010; Sharma et al., 2012). 

Thus, research shows that teachers’ beliefs and their sense of self-efficacy are closely interconnected: beliefs about students’ abilities and inclusive education influence how confident teachers feel in implementing inclusive practices – and vice versa, higher self-efficacy can reinforce more positive and inclusive beliefs. Together, they significantly influence how teachers approach inclusive teaching. 

Building on this interconnection between beliefs and self-efficacy, the concept of a growth mindset offers further insights into how teachers perceive learning potential – in both, themselves and in their students. 

Coined by Carol Dweck, growth mindset refers to the belief that abilities and intelligence are not fixed traits, but can be developed over time through effort, learning (from mistakes), effective strategies, and persistence. In contrast, a fixed mindset assumes that intelligence is static and largely unchangeable (American University, 2010). 

In the context of inclusive education, a growth mindset plays a critical role for both, teachers and students.  

Teachers who believe that all learners – regardless of ability, background, or learning profile – can improve and succeed are more likely to create supportive, differentiated, and motivating learning environments. Professionals with a growth mindset focus on individual progress rather than fixed abilities and view diverse learning needs as opportunities for growth rather than as barriers. Moreover, teachers who adopt a growth mindset tend to be more reflective, open to adapting their methods, and better equipped to address challenges - which in turn strengthen both their self-efficacy and their beliefs in inclusive teaching.

Students in inclusive settings also benefit: those with a growth mindset are more likely to persevere, embrace differences and develop resilience. This mindset helps all learners – including those with learning difficulties or special educational needs – to reach their potential, including higher academic achievement, better problem-solving skills and lifelong learning. 

As the University of Colorado Denver (n.d.) puts it, “developing a growth mindset is important to developing an inclusive environment because it can increase student engagement, but also decrease identity threat.” Thus, promoting a growth mindset in inclusive education contributes to creating more equitable, empowering, and effective learning environments for all. 

Moreover, a growth mindset can significantly improve interprofessional collaboration. When professionals from different backgrounds believe that their own skills – and those of their colleagues – can continuously develop, they are more likely to engage in open dialogue, shared learning, and mutual support. This mindset encourages a culture where challenges are seen as opportunities to grow together, mistakes are viewed as part of the learning process, and innovation is fostered through collective reflection and experimentation. 

A growth mindset also enhances Communities of Practice by encouraging continuous learning, knowledge sharing, and trust. Members with a growth mindset are more willing to contribute, to learn from each other, and to adapt their practices. They approach the CoP not as a space for showcasing expertise, but as a collaborative environment where development is a shared goal. This mindset helps create an inclusive culture where all contributions are valued and where learning is seen as an ongoing, collective process. 

Reflection task(s)

1. What beliefs and attitudes do I hold towards inclusive education and diverse learning groups? 
   Describe specific situations from your teaching or educational practice where your beliefs became visible. Reflect: Did my attitudes support or hinder learning and participation of all students? 

2. How do I perceive my own effectiveness in dealing with diversity and inclusive challenges? 
   Think of concrete examples where you felt confident and effective – and situations where you felt uncertain. What factors strengthen or weaken your sense of efficacy? 

3. Growth mindset in practice 
   Test your mindset according to Carol Dweck: Growth Mindset / Fixed Mindset Test 
   
   Reflect on how you deal with mistakes, challenges, or setbacks in your practice. What messages do you (consciously or unconsciously) communicate? What strategies could you use to further develop a growth mindset in yourself and within your community of practice?