Re-thinking children's well-being and inclusion in practice

Zoe Nangah, Gill Mills

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)


This chapter considers the multifactorial influences underlying children's well-being and how these may impact on inclusive practice. It describes the effectiveness of strategies which can support well-being and promote inclusion. Further information regarding inclusion can be gathered from the Centre for Studies on Inclusive Education (CSIE). The term inclusion overlaps with other key terms such as respecting diversity, valuing diversity, anti-oppressive practice, anti-discriminatory practice and many other related concepts and terms. The terminology reflection task provides an opportunity to reflect on the terminology used regarding inclusion. The concepts of inclusion and well-being are vast, therefore the definitions used may differ depending on settings, practitioners' values, approaches and other influences. The ecological context relevant to well-being is extremely important and situates the child within the systemic layers and therein highlights the uniqueness of each individual child, the related influences on well-being and considerations for practitioners within their inclusive approaches.
Original languageEnglish
Title of host publicationInclusion and Early Years Practice
EditorsKathy Brodie , Keith Savage
Place of PublicationLondon
Number of pages23
ISBN (Electronic)9781315780108
ISBN (Print)9781138017306, 9781138017290
Publication statusPublished - 5 Mar 2015
Externally publishedYes


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