Inclusive professional learning

For this strand, inclusive professional learning (PL) refers to how professional learning is designed and delivered so that it creates an inclusive culture across a school or trust. The primary focus is on how PL supports teachers and other staff to develop more inclusive practice with pupils. A connected aspect of this is how PL is itself designed inclusively for staff, in terms of how it is structured, accessed, and experienced. 

Research suggests that inclusive PL can shape knowledge, skills, and staff beliefs about pupils’ experiences of difference, equity, and participation. In relation to how PL is experienced by staff, the design of PL itself may also model inclusivity, for example by supporting engagement for all staff, valuing their experiences, and demonstrating practices that could inform classroom delivery. 

Across the reviews synthesised in this strand, an inclusive approach to PL is described as recognising and responding to difference, such as special educational needs, cultural or linguistic background, disability, health conditions, and social disadvantage, while also acknowledging systemic factors that influence outcomes. 

This strand is not primarily about PL focused on specific inclusion topics, such as ADHD awareness or SEND interventions. Rather, it concerns the degree to which all PL – whether on literacy, curriculum, or assessment – is designed and delivered in ways that are accessible, inclusive and in turn promote inclusive practice in the classroom. 

While targeted approaches may have direct benefits, the wider value of inclusive PL may lie in supporting a professional learning culture where staff feel equipped and valued. This may also contribute indirectly to improvements in teaching and the broader learning environment for pupils. 

Disclaimer: The evidence base informing this strand draws from studies of diversity training, culturally responsive education, and interventions aimed at shifting beliefs. These do not always map neatly onto “inclusive PL” as defined here. Many included studies also mix staff-facing and pupil-facing aspects of inclusion, so part of our approach is to identify what is most relevant to the design of PL itself. Our focus is to extract what is transferable: the aspects that help leaders of PL design programmes that are inclusive in both content and method. 

Impact on teachers

Professional learning that is designed with inclusivity in mind can strengthen teachers’ confidence in supporting diverse learners, their beliefs about difference and equity, and aspects of their classroom practice, but only when it moves beyond awareness-raising. While many teachers report gains in knowledge after training, shifts in beliefs about inclusion and equity appear less consistent, and observable changes in practice are often limited. Evidence also suggests that teachers’ belief in their own capability to teach diverse groups effectively is linked with whether, following professional learning, they go on to adopt more inclusive classroom approaches. 

Evidence from initial teacher education suggests that even structured programmes do not always lead to shifts in beliefs: for example, some studies found no meaningful improvement in trainee teachers’ inclusive attitudes or perceptions of their teaching competence. This may be relevant for school leaders because similar patterns can occur in in-service contexts. 

Although many teachers self-reported positive changes in their practice, external evaluations often revealed little or no observable difference in teaching. More broadly, across the reviews, many studies highlight barriers that may limit the effect of inclusion-related PL (such as limited time, constrained resources, or lack of administrative support).

The evidence suggests three key insights for leaders of professional learning: 

1. Teacher beliefs are pivotal: Practice is less likely to change unless PL engages with how teachers think about difference, identity, and their own role. 
2. Culture matters: Inclusive PL seems to work best when it helps staff see diversity as a resource and when it is connected to wider school priorities, including how the school monitors equity.
3. Design choices make a difference: Professional learning that balances theory with practical application (through modelling, structured reflection, or inquiry) is more likely to build confidence and sustain change.

Impact on pupils

Although the evidence on pupil outcomes from inclusive professional learning is overall promising, the strength of evidence for pupils is weak and effects often occur indirectly. Most studies focus on teachers rather than measuring the difference that an inclusive approach to PL makes for pupils. Where findings are reported, they tend to be cautious and uneven. 

Key points for leaders of professional learning: 

• Evidence gap: Few studies measure pupil outcomes directly. Reported gains are usually inferred from changes in teacher beliefs or self-reported practice. 

• Potential benefits: Some reviews note small-to-moderate improvements in pupil behaviour, social participation, and academic progress when teacher practice shifts beyond awareness to confident application. 

Overall, while the evidence base remains limited, the available findings suggest that the effectiveness of inclusive professional learning may ultimately be judged by the extent to which it leads to sustained shifts in practice that pupils experience as equitable and supportive. 

The evidence on embedding inclusion within the design and delivery of professional learning presents a mixed but cautiously promising picture. Several studies suggest that inclusive approaches can build teacher confidence, foster more inclusive mindsets, and encourage the use of evidence-informed practices. At the same time, the depth and consistency of these effects vary, and direct evidence of impact on pupil outcomes remains relatively limited. 

For teacher outcomes linked to PL engagement, the research base appears more reliable. Many studies indicate improvements in attitudes, confidence, and reflective engagement with diversity. Evidence of whether PL translates into observable changes in classroom practice is less consistently reported. While there are examples of teachers adopting more inclusive strategies, much of the evidence relies on self-reports, and fewer studies capture sustained changes in pedagogy. 

The mode of professional learning may also play a role. Collaborative models, such as professional learning communities, appear more likely to support lasting changes in teacher thinking and practice than isolated or one-off interventions. It is also important to note that increasing the length of the programme, without considering strategies or format, is unlikely to result in improved outcomes.  

The research indicates that inclusive approaches may be most effective when they are integrated across all forms of professional learning, rather than being treated as a stand-alone theme. In this way, teachers are more likely to connect beliefs with action and to develop inclusive habits that are sustainable and relevant to their everyday practice. 

Overall, making professional learning inclusive appears to hold promise, particularly in strengthening teacher beliefs and confidence. However, the evidence of sustained changes in classroom practice and the impact on pupil outcomes remains more tentative and limited. 

Behaviours

Evidence suggests that the following behaviours can help leaders of PL create conditions where teachers engage meaningfully with PL that is inclusive for staff and which supports reflection on inclusive practice: 

• Engage in critical reflection: Structured opportunities for staff to explore their own beliefs, assumptions, and potential biases appear helpful in the context of PL design. Facilitators can model this by acknowledging their own perspectives and working constructively with resistance. 

• Connect values to practice: Teachers are more likely to apply inclusive principles when PL helps them link inclusion to their professional identity and daily decision-making, rather than treating it as an add-on. 

• Embrace constructive challenge: PL that allows space for dialogue and differing viewpoints can support deeper mindset shifts. Creating safe but stretching conditions for this dialogue appears to matter in how the sessions are facilitated. 

• Apply and adapt strategies: Opportunities to trial ideas in practice, with feedback and iteration, help to make inclusive approaches more concrete. Tools such as role-play, scenarios, or observation rubrics have been used to support this process. 

• Build collaboration into PL: Inclusive professional learning often involves co-planning, peer reflection, or professional learning communities. These can create shared responsibility and encourage consistency across staff teams. 

PL that encourages reflection, connects to identity, enables challenge, provides practice opportunities, and embeds collaboration may be more likely to support inclusive change. 

Contextual factors 

Making professional learning inclusive for staff appears to work best when it is shaped by the specific context of schools and trusts. Evidence highlights several conditions that influence whether inclusive approaches take root: 

• Shaping design to local needs: PL is more effective when it reflects the demographics, lived experiences, and immediate concerns of staff and students. Studies suggest embedding PL within wider school systems so that the principles discussed in PL align with curriculum, recruitment, or behaviour policies. 

• Ensuring leadership commitment: Visible support from senior leaders, through resource allocation, staffing choices, and willingness to sponsor challenging conversations, appears to influence whether inclusive change is sustained. Leadership messaging and priorities often set the tone for staff engagement. 

• Considering staff identity and diversity: Teachers’ own racial, cultural, and professional backgrounds can shape how they respond to PL. Programmes that acknowledge this diversity and offer differentiated support may be better placed to engage all staff, particularly where there is limited prior experience of working with marginalised groups. 

Inclusive professional learning appears most effective when it is rooted in local realities, visibly backed by leadership, and responsive to the workforce itself. 

Structured but flexible

Making professional learning inclusive seems to depend on balancing structure with flexibility. Structure can provide consistency, while flexibility helps PL feel relevant to teachers and their context. 

• Start from a shared framework: PL appears more effective when anchored in a clear, agreed model for the PL approach, even where that model draws on frameworks such as culturally responsive teaching or Universal Design for Learning. A structured cycle (preparation, delivery, feedback, adjustment) can provide consistency while still allowing adaptation to local needs. 

• Sequence with space for choice: A progression from awareness, to dialogue, to application seems to support deeper engagement. Within this, teachers may benefit from exploring examples linked to their role or subject area. 

• Evaluate with multiple perspectives: Evidence suggests evaluation should not rely only on self-report, as this can present an overly positive picture. Combining teacher reflection with observation, pupil voice, or collaborative logs may give a fuller sense of change. 

• Recognise different starting points: Teachers access PL with varied levels of experience, expertise and confidence. Using school or trust data to identify where support is most needed may help PL feel more relevant and equitable. 

• Equity focus: Measuring disaggregated outcomes (e.g. discipline, attendance, achievement) may help leaders understand longer-term patterns in pupil experience, recognising that PL might be one contributing factor. 

• Sustain over time: One-off events rarely lead to lasting change. Iterative, connected learning (for example: professional learning communities or termly review cycle) appears more likely to embed inclusive practice. 

These elements suggest that inclusive professional learning is most effective when it is carefully planned and sequenced, but also flexible enough to respond to context, starting points, and feedback over time. 

Efforts to make professional learning inclusive for staff may stall if certain barriers are not considered. The evidence highlights four recurring challenges, that leaders should consider. 

Mismatch between belief and practice 

Teachers may support inclusion in principle but fail to change their behaviour. Barriers include: 

• Gains reported only through self-reflection, with little external evidence of practice change. 

• Resistance or discomfort during discussions involving privilege, bias, or race. 

• Emotional strain for staff from racially or ethnically minoritised groups, if PL is not carefully supported. 

• Limited follow-up to help teachers turn reflection into action. 

Weaknesses in PL design 

Some approaches may be less effective when they are: 

• Short-term or one-off, without structured follow-up. 

• Disconnected from everyday teaching realities or overly reliant on trainer reporting. 

• Missing pupil perspectives, where used as part of evaluating whether PL aligns with pupil experience. 

System-level constraints 

Even where staff are committed, system pressures may limit impact. These can include: 

• Lack of time, resources, or collaboration opportunities. 

• Limited leadership or administrative support to reinforce inclusive professional learning. 

• A wider culture that prioritises compliance or test performance over equity. 

Deep-rooted equity challenges 

Some barriers persist even after PL, which highlights the limits of PL in shifting deeply held assumptions, including: 

• Deficit views of certain groups (e.g., non-native speakers) that persist even after PL. 

• Narrow or unclear definitions of inclusion that reduce it to “access” rather than belonging. 

• Discriminatory or inequitable systems, such as discipline policies, that sustain disparities unless explicitly addressed. 

When planning professional learning with inclusion in mind, the research indicates that several additional considerations may be useful for leaders of PL. These points highlight areas where intentions for inclusive PL and the outcomes staff experience do not always align, and where careful design choices may help. 

• Confidence vs capability: Teachers may report feeling confident without this translating into practical preparedness to apply learning from PL into their professional role. Leaders may want to move beyond attitude surveys to check whether PL builds real capability. 

• Beliefs vs practice: Shifts in teacher belief or goodwill do not reliably lead to new habits. Without structured opportunities for application and feedback, inclusive PL risks remaining unimplemented. 

• Coverage gaps: Reviews note that some groups, such as LGBTQIA+ pupils or religious minorities, are less frequently addressed within PL content. Leaders may need to consider whether PL takes a broad enough view of inclusion. 

• Organisational conditions: The wider system influences how far inclusive PL takes root. Factors such as leadership messaging, workload pressures, and access to resources can all shape the likelihood of sustained change. 

• Learning from limitations: Many reviews point to weak evaluation, with limited evidence of what has not worked. Leaders may find value in building review cycles for PL that capture both successes and challenges. 

While the studies reviewed provide useful insights into how professional learning can be designed to be more inclusive, areas such as religion, sexual orientation, gender identity, and the intersections of SEND with race or class are less represented within the studies exploring this area. Leaders of PL should be aware that the research focuses on specific groups whilst others are less represented by the reviews available for this strand.