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Preventing school failure involves developing an inclusive system where all learners – including those at risk of failure and most vulnerable to exclusion – receive a high-quality education.

Roles and responsibilities of inclusive school leaders within the ecosystem of inclusive education systems

Supporting Inclusive School Leadership: Ecosystem Model image

This six-page infographic was developed as part of the Supporting Inclusive School Leadership (SISL) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for school leadership.

For more information, see the SISL project synthesis report.

Download this infographic below and share it using the Agency’s hashtag: #EASNIE

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To deal with school failure, countries should prioritise policy approaches focusing on prevention, instead of compensation and intervention.
A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.
School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

Policy for preventing school failure within the ecosystem of inclusive education systems

An Ecosystem Approach to Preventing School Failure image

This six-page infographic was developed as part of the Preventing School Failure (PSF) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for preventing school failure. 

Within the PSF project, the model summarises the inclusive policy areas that are particularly important for preventing school failure. The specific areas are linked to wider policy aims that are key priorities for preventing school failure. 

For more information, see the PSF project synthesis report.

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School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.
School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.
School leaders play a key role in ensuring learners’ full participation and engagement by setting a clear direction, developing staff and other stakeholders to collaboratively create a learning community which values diversity, addresses equity and ensure

Infographic: Inclusive Education Across Europe

Inclusive Education Across Europe preview

Every learner should have access to meaningful, high-quality educational opportunities in their local community, alongside friends and peers. This helpful infographic summarises how and why legislation, practice and policy contribute to the Agency's vision for inclusive education systems.

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Exclusionary strategies that deny learners their right to education and inclusive education, and/or unnecessarily label learners as requiring an official decision of special educational needs should be prevented. 

Exclusionary strategies that deny learners their right to education and inclusive education, and/or unnecessarily label learners as requiring an official decision of special educational needs should be prevented. 

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Effective funding mechanisms can be an incentive for inclusive education. They can promote capacity building and empower stakeholders to develop innovative and flexible mainstream learning environments for all learners.
slide from the presentation of young people enjoying a jigsaw puzzle

Presentation: Inclusive Education Across Europe

Using an engaging format, this presentation illustrates the Agency’s position on inclusive education systems. It summarises how and why legislation, practice and policy contribute to the Agency's vision. This material can be used and shared broadly to explain the importance of achieving inclusive education across Europe and beyond.

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