Focusing on Inclusive Action: Building Wellbeing Practices in the Classrooms and the Role of Professionals as Leaders with Positive Impact

Vasiliki Ioannidi

doi:10.53103/cjess.v5i2.337

Authors

Vasiliki Ioannidi Hellenic Open University, Open University of Cyprus

DOI:

https://doi.org/10.53103/cjess.v5i2.337

Keywords:

Inclusive Teachers, Inclusive Education, Inclusion, Inclusive Practice, Wellbeing Practices

Abstract

This paper attempts to highlight the crusial challenges of professionals with positive impact in different educational contexts with emphasis on inclusion. The article, although theoretical, is based on research findings from previous empirical research in the international Greek-speaking area (Greece - Cyprus). It provides an initial theoretical map of the landscape of learning and working within the context of inclusive education: What they need to know and what they need to do as professionals – tutors and teachers as leaders with positive influence in inclusive classroom. This paper will highlight the dynamic and interactive relationship between teachers’ skills and inclusive classroom practices. The article aims to contribute to building wellbeing practices within the context special and inclusive educational contexts.

Downloads

Download data is not yet available.

References

Baglieri, S., & Knopf, J. H. (2004). Normalizing Difference in Inclusive Teaching. Journal of Learning Disabilities, 37(6), 525-529. https://doi.org/10.1177/00222194040370060701

Boison, B.. & Burke, A. (2025). Building Trust and Recreating Community in Online Classrooms through Cultural Responsivity. Canadian Journal of Educational and Social Studies, 5(1), 2025, 38-63. DOI: 10.53103/cjess.v5i1.291

Boyle, C., Anderson, J., Page, A. & Mavropoulou, S. (2020). Inclusive Education: Global Issues and Controversies. Series: Studies in Inclusive Education, v. 45. Brill.

Caires, S., & Almeida, L.S. (2007). Θετικές όψεις της εποπτείας κατάρτισης εκπαιδευτικών: Η προοπτική των μαθητών δασκάλων. Eur J Psychol Educ, 22, 515. https://doi.org/10.1007/BF03173469

Charalambous, K. (2016). The application of educational leadership models to promote inclusion in Special Units of Secondary Education. Erkyna, Review of Educational - Scientific Issues, 11, 172-186. [in greek]

Chen, J. (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. Educational Psychology, 89 (1), 57-74.

Elliot, S. N., Kratochwill, T. R., Littlefield Cook, J. & Travers, J. F. (2008). Educational Psychology. Effective Teaching, Effective Learning. Gutenberg Press. [in greek]

Εtherington, M. (2017). What Teachers need to know. Topics in Diversity and Inclusion. Eugene, Oregon: Wipf & Stock. https://books.google.gr/books?hl=el&lr=&id=xXijDgAAQBAJ&oi=fnd&pg=PA19&dq=INCLUSIVE+TEACHER&ots=8inlCRVYKF&sig=dsq6DSjFV_C6g4RVa8p02rf2Kvg&redir_esc=y#v=onepage&q=INCLUSIVE%20TEACHER&f=false [Accessed 15/2/2025]

Florian, L. & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. Routledge. Taylor & Francis Group.

Florian, L. (2015). Conceptualising Inclusive Pedagogy: The Inclusive Pedagogical Approach in Action. Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, 7), Emerald Group Publishing Limited, Leeds, 11-24. https://doi.org/10.1108/S1479-363620150000007001

Florian, L. & Beaton, M. (2018). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884. https://doi.org/10.1080/13603116.2017.1412513

Florian, L. & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40:4, 369-386. DOI: 10.1080/0305764X.2010.526588

Foreman, P. & Arthur-Kelly, M. (Εds). (2017). Inclusion in action. Cengage Learning.

Ganimian, A.J., Vegas, E. & Hess, f.m. (2020). REALIZING THE PROMISE: How can education technology improve learning for all? Brookings. https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/ (Accessed 27/9/2022)

Goger, A., Parco, A. & Vegas, E. (2022a). The promises and perils of new technologies to improve education and employment opportunities. Report. https://www.brookings.edu/research/the-promises-and-perils-of-new-technologies-to-improve-education-and-employment-opportunities/ (Accessed 27/9/2022)

Goger, A. Parco, A. & Vegas, E. (2022b). Learning and working in the digital age: Advancing opportunities and identifying the risks. Brookings. https://www.brookings.edu/research/learning-and-working-in-the-digital-age-advancing-opportunities-and-identifying-the-risks/ (Accessed 27/9/2022)

Goger, A. & McDermott, J. (2021). DIGITAL TRANSFORMATION IN LABOR AND EDUCATION SYSTEMS: Improving the government response to the next unemployment crisis. Metropolitan Policy Program at Brookings. https://www.brookings.edu/essay/digital-transformation-in-labor-and-education-systems/ (Accessed 27/9/2022)

Ioannidi, V. & Malafantis, K.D. (2024). A Post-doctoral Project on Inclusive Education in Greece and Cyprus: From Pedagogical Research to New Educational Challenges. In: An Overview of Literature, Language and Education Research, v. 5, 34-45. B P International, Chapter 3. https://doi.org/10.9734/bpi/aoller/v5/2382

Ioannidi, V. (2024). Inclusive Education: A qualitative exploration in Greece and Cyprus. In: Prof. Gustavo Henrique Silva de Souza (ed.), Progress in Language, Literature and Education Research, v. 6, 161-174. BP International, chapter 10. https://doi.org/10.9734/bpi/pller/v6/20048D

Ioannidi, V. (2023). Research on Special and Inclusive Education in the context of Higher Education - Teachers’ views about labeling. International Journal of Learning and Development, 13(3), 65-76 DOI: https://doi.org/10.5296/ijld.v13i3.21211

Ioannidi, V. & Μalafantis, K.D. (2022a). Inclusive Education and Pedagogy: a practice for all students. European Journal of Education Studies, 9(10), 1-13. DOI: http://dx.doi.org/10.46827/ejes.v9i10.4476

Ioannidi, V. & Kalokerinou-Anagnostopoulou, A. (2010). SPECIAL EDUCATION AND TRAINING. Support for educators-Communication skills, Strengthening learners-Teaching practices. An approach for education and health professionals. Beta/medical arts. [in greek]

Ioannidi, V., Vasiliadou, S. & Kalokerinou-Anagnostopoulou, A. (2011). Special Education and Training: Strengthening the communicative and mediating role of the education and the health professional. In: Papanis, E., Giavrimis, P., Viki, A. (eds.), Research and Educational Practice in Special Education, v. II, 73-78. Kyriakides. https://docplayer.gr/664707-Ereyna-kai-ekpaideytiki-praxi-stin-eidiki-agogi-tomos-ii.html [Accessed 12/2/2025] [in greek]

Ioannidi, V., Malafantis, K.D. & Soulis, Sp.-G. (2024). Strengthening educational skills and utilizing good assessment and feedback practices to facilitate inclusion in blended learning environments. Issues in Educational Sciences, 2, 31-53. University of Crete. [in greek]

Kehaidou, Ch. (2019). Effective leadership in education. https://www.scientific-journal-articles.org/greek/free-online-journals/education/education-articles/kexaidou-xrusoula/effective-leadership-education-chrysoula-kechaidou.htm [Accessed 14/2/2025] [in greek]

Kirschner, P. & Hendrick, C. (2020). How Learning Happens. Seminal Works in Educational Psychology and What They Mean in Practice. Routledge.

Koniari, D. & Raftoulis, G. (2023). Digital competence and school leadership in Greece. Futurity Education, 3(2). 144-155. https://doi.org/10.57125/FED.2023.06.25.10

Many, H. (2025). Exploration of Artificial Intelligence in Francophone Higher Education: Innovations, Challenges and Perspectives. Canadian Journal of Educational and Social Studies, 5(1), 216-237. DOI: 10.53103/cjess.v5i1.307

Mariono, A. & Sabar. (2023). The Influence of School Management Information Systems and Teacher's Social Competence on the Parent Satisfaction of Junior High School Students. Futurity Education, 3(2). 75-98. https://doi.org/10.57125/FED.2023.06.25.05

Mavropoulos, A.S. (2020). Lesson planning for effective teaching & learning. Athens: self-published.[in greek]

Li, L. & Ruppar, A. (2021). Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review. Teacher Education and Special Education, 44(1), 42-59. https://doi.org/10.1177/0888406420926976

Pasiardis, P. (2014). Educational leadership: From the period of benevolent indifference to the modern era. Metaichmio. [in greek]

Pit-ten Cate, I. M., Markova, M., Krischler, M. & Krolak-Schwerdt, S. (2018). Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities, 15(1), 49-63. https://eric.ed.gov/?id=ej1182863

Plomaritou, V. (2019). Emotional intelligence of the teacher. How to use emotional intelligence in teaching. Gregory. [in greek]

Poekert, P.E. (2012). Examining the Impact of Collaborative Professional Development on Teacher Practice. Teacher Education Quarterly, 39(4), 97-118. https://www.jstor.org/stable/23479654

Scrivener, J. (2010). Learning Teaching. MacMillan. https://s1.papyruspub.com/files/demos/products/ebooks/academicbooks/applied-linguistics/Preview-Learning-Teaching-The-Essential-Guide-to-English-Language-Teaching-by-Jim-Scrivener.pdf (Accessed 11/11/ 2022).

Tamisoglou, Ch. (2020). Leadership in Education. The Role of the School Principal. Gutenberg. [in greek]

Tvaltchrelidze, N. & Tvaltchrelidze, A. (2018). The role of teacher leadership in empowering learners with special educational needs in inclusive education. IRCEET-2018, 398-404.

Urio, P. J. (2023). Educational Leadership Practices that Sustains School Improvement in selected Secondary Schools in Tanzania. Journal of Education and Practice, 14(15), 137-150.

Woodcock, S., Sharma, U., Subban, P. & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103802

Zembylas, M. (2002). “Structures of feeling” in curriculum and teaching: theorizing the emotional rules. https://d1wqtxts1xzle7.cloudfront.net/42422441/Structures_Of_Feeling_In_Curriculum_And_20160208-16433-1aqp7o1-libre.pdf?1454982401=&response-content-disposition=inline%3B+filename%3DSTRUCTURES_OF_FEELING_IN_CURRICULUM_AND.pdf&Expires=1720162273&Signature=M0HLthDSnxHV~Bq73Ru-0WPrglvzJ33P9Yb6rxJaWJQQ2GSjKtQSyZeWaqM3I0K7akktQy~sAWJ9nw2jPo0atc1mzSyuGjBHdBv3mn6I30DR6t7m8I8eBIJTq2IjE8wzOPpby9ZhZyuBQTiiLczLPz6652vptoLT~fgWj8bT~35yOSqp6bWsqO1cp9EumEF1kbg5~NSsVULvu4ZNjCh7YN-7vHSxCauimnJJckDSF26g4lFjfVJer3Xd4ijKT~KWVgSo13e98b-Fm1zHNomedQyoUDrhN1WDX0n79LB4HZzJSDHylCVoG0FPfBwXxQvtdCdmbSNEz9ZiL6Kq~bBB-g__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA [Accessed 14/1/2025]

Zembylas, M. (2004). The emotional characteristics of teaching: an ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185-201.

Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research & Method in Education, 30(1), 57–72. https://doi.org/10.1080/17437270701207785

Zembylas, M. & Schutz, P.A. (2009). Research on Teachers’ Emotions in Education: Findings, Practical Implications and Future Agenda. In: Schutz, P., Zembylas, M. (eds), Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_18

https://www.reference.com/business-finance/examples-effective-leadership-ac9d84162158f4fe?ueid=792288ab-59f8-4b29-97d0-a7ffb49de474 [Accessed 10/2/2025]

https://www.reference.com/business-finance/definition-good-leadership-bdd84b285c63cb4f?ueid=792288ab-59f8-4b29-97d0-a7ffb49de474 [Accessed 10/2/2025]

https://www.reference.com/world-view/leadership-important-f152d10910f5cc89?ueid=792288ab-59f8-4b29-97d0-a7ffb49de474 [Accessed 10/2/2025]

www.european-agency.org