This evidence-based guide examines the relationship between wellbeing and inclusive education. The authors argue that these fields have evolved in parallel, like tram tracks, but rarely intersect in research, whereas in practice they are potentially deeply related.

Each chapter addresses unresolved theoretical and implementation problems and research issues. The book presents a case for reimagining inclusive education through dialogic pedagogy and a critical reassessment of pre-service teachers’ readiness for inclusion and wellbeing. Chapters also explore secondary students' views on equity and belonging, discuss policy developments, and challenge the fragmentation of wellbeing and inclusive education by advocating a more integrated approach for school leaders, teachers, and policymakers.

Written by a team of internationally recognised wellbeing and inclusion education experts, this book is an invaluable resource for educators seeking to ensure success for all students.