ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1595106
This article is part of the Research TopicEducation To Enhance The Inclusion Of All LearnersView all 12 articles
Empowering Minority Voices: How Inclusive Teaching and Support Foster Multicultural Learning
Provisionally accepted
- University of Stavanger, Stavanger, Norway
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This study explores the perspectives of minority students on inclusive education, focusing on the impact of teachers' instructional and emotional support in enhancing their learning experiences. Data were collected from 305 participants through surveys and participant observations. Findings revealed that approximately 7% of respondents reported receiving minimal or no instructional and emotional support, highlighting significant gaps in the inclusive education framework. Data indicated correlations between the level of support received and students' academic engagement and emotional well-being. The study underscores the critical role of targeted teacher support in fostering an inclusive environment that promotes equity and enhances the learning outcomes of minority students. It also helps redefine inclusive education by emphasizing the importance of both emotional and instructional support. Recommendations for teacher training and systemic policy changes are discussed to address identified shortcomings and improve the overall inclusivity of educational practices.
Keywords: Inclusive education, minority students, Instructional and Emotional Support, culturally responsive pedagogy, language modeling
Received: 17 Mar 2025; Accepted: 04 Jun 2025.
Copyright: © 2025 Alhassan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Awal Mohammed Alhassan, University of Stavanger, Stavanger, Norway
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