• Summary
  • Contents
  • Subject index

Most classrooms contain children from a variety of backgrounds, where home culture, religious beliefs and the family's economic situation all impact on achievement. This needs to be recognized by teachers in order to establish fair, respectful, trusting and constructive relationships with children and their families, which will allow every child to reach their full potential.

This book looks at real issues that affect teachers in the classroom, and examines a variety of influences affecting child development. It provides you with the theoretical and practical information you need to ensure you understand the complex factors which affect the children in your care, and it encourages good, thoughtful teaching. Dealing with some of the less widely addressed aspects of diversity and inclusion, the book considers:

Children who are asylum seekers; The notion of ‘pupil voice’; What diversity and equality mean in practice; Gender and achievement; Looked-after children; Social class; Disability; Ethnicity and whiteness

This book is essential reading for any education student looking at diversity and inclusion, and for teachers in role looking for advice on how to meet the professional standards.

Looked-After Children – Children in Care
Looked-after children – children in care

Children in children's homes reported being more likely than most to be threatened or to have their property taken or damaged. Children in residential special schools reported being more likely than most to be hit or hurt, to be threatened, to be treated unfairly, and to have unpleasant mobile or computer messages sent to them. Fifty six per cent of those in residential special schools reported being hit or hurt, compared with 39% for all children (Ofsted, 2008a: 16).

Children in Care

The DCSF document Improving the Educational Attainment ...

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