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Background <p>Sierra Leone has made substantial strides in recent years to address educational inequities, mainly through implementing the radical inclusion policy in 2021. Understanding how schools respond to the radical inclusion policy is crucial for assessing its effectiveness and identifying areas for improvement. This study investigated the effectiveness of the radical inclusion policy in addressing exclusion within schools, focusing on marginalised groups such as students with disabilities, low-income students, and pregnant girls.</p> Methods <p>From November to December 2023, a series of semi-structured interviews were carried out with a diverse group of participants, including teachers, community stakeholders, parents, students with disabilities, pregnant students, student mothers, and students living apart from their families. The analysis was manually done using Microsoft Word, with four researchers assigned to organise, code, and identify patterns and themes within the dataset.</p> Results <p>While there is a notable awareness of the policy among school staff, parents, and community stakeholders, the implementation of the policy varies across different marginalised groups. Some schools have made commendable strides in supporting students with disabilities, as evidenced by the increased awareness and positive attitudes among teachers. Many teachers now view it as their responsibility to foster an inclusive environment, actively encouraging students with disabilities to remain in school. However, this support is not uniform, and instances of exclusion exist, as the study found the limited response by schools to address the exclusion faced by pregnant girls, the poorest students and those living away from family, indicating that while attitudes may have shifted, inclusive practices need further development to ensure consistent and equitable support.</p> Conclusion <p>While the radical inclusion policy and the accompanying training of school personnel by the government and partners has made strides in changing attitudes and fostering some inclusive practices, significant gaps remain, particularly concerning pregnant students and those from impoverished backgrounds. The results suggest a need for targeted interventions to empower all marginalised groups and raise awareness about the unique challenges the poorest students face, ensuring that the policy's goals are fully realised in practice.</p>

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Navigating exclusion: school responses to the radical inclusion policy for marginalized students in Sierra Leone

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月21日

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  • Augustus Osborne,
  • Regina Mamidy Yillah,
  • Anais Bash-Taqi,
  • O’bai Conteh

摘要

Background

Sierra Leone has made substantial strides in recent years to address educational inequities, mainly through implementing the radical inclusion policy in 2021. Understanding how schools respond to the radical inclusion policy is crucial for assessing its effectiveness and identifying areas for improvement. This study investigated the effectiveness of the radical inclusion policy in addressing exclusion within schools, focusing on marginalised groups such as students with disabilities, low-income students, and pregnant girls.

Methods

From November to December 2023, a series of semi-structured interviews were carried out with a diverse group of participants, including teachers, community stakeholders, parents, students with disabilities, pregnant students, student mothers, and students living apart from their families. The analysis was manually done using Microsoft Word, with four researchers assigned to organise, code, and identify patterns and themes within the dataset.

Results

While there is a notable awareness of the policy among school staff, parents, and community stakeholders, the implementation of the policy varies across different marginalised groups. Some schools have made commendable strides in supporting students with disabilities, as evidenced by the increased awareness and positive attitudes among teachers. Many teachers now view it as their responsibility to foster an inclusive environment, actively encouraging students with disabilities to remain in school. However, this support is not uniform, and instances of exclusion exist, as the study found the limited response by schools to address the exclusion faced by pregnant girls, the poorest students and those living away from family, indicating that while attitudes may have shifted, inclusive practices need further development to ensure consistent and equitable support.

Conclusion

While the radical inclusion policy and the accompanying training of school personnel by the government and partners has made strides in changing attitudes and fostering some inclusive practices, significant gaps remain, particularly concerning pregnant students and those from impoverished backgrounds. The results suggest a need for targeted interventions to empower all marginalised groups and raise awareness about the unique challenges the poorest students face, ensuring that the policy's goals are fully realised in practice.