Teacher Responsiveness in Inclusive Education: A Participatory Study of Pedagogical Practice, Well-Being, and Sustainability

Abstract

This participatory action research study identified concrete responsive teaching practices that create sustainable, inclusive environments for vulnerable youth, focusing on two primary research questions: (1) How do teacher–pupil interactions shape learning experiences, and (2) What specific responsive practices create sustainable, inclusive environments? Thematic analysis of data from eight teacher candidates, eight cooperating teachers, and seven pupils revealed a clear typology of sustainable, responsive practices organized into three core categories. The first category, the socioemotional response category, encompasses crucial practices including boundary-balanced relationships (creating safe spaces with clear expectations), ability-focused trust (communicating persistent belief in pupils’ capabilities), and non-abandonment approaches (illustrating unwavering commitment to each pupil regardless of challenges). The second category, the pedagogical response category, captured two essential practices: individualized learning adaptations (tailoring instruction to specific pupil needs) and strategic instructional pausing (recognizing when emotional needs must precede academic content). The third category, the systemic response category, highlighted the importance of collaborative professional networks, where mutual support among educators creates resilient teaching environments that enhance pupil outcomes. These findings underscore how responsive teacher–pupil interactions create inclusive environments that meet pupils’ academic, social, and emotional needs while fostering sustainable educational practices. This research contributes to sustainable education by (1) operationalizing responsiveness into actionable components for practice, (2) illustrating how sustainable, responsive teaching develops through structured collaborative inquiry, and (3) providing a framework showing how responsive relationships specifically support vulnerable youth in inclusive settings. The emerging themes illuminate how empathetic, responsive relationships build sustainable, inclusive learning environments empowering all participants for long-term development.

1. Introduction

The present study explored how cooperating teachers and teacher candidates (teacher–students) responded to the needs of pupils in a school catering to vulnerable learners from disadvantaged sociocultural backgrounds. The principle of responsiveness in processes of learning and educational practice has been investigated previously in various contexts.

The underlying assumption of the current and earlier studies was that education that emphasizes teachers’ responsiveness to their pupils assists vulnerable children [1,2,3]. By promoting responsive teacher education, future teachers learn to adapt their teaching methods to their pupils’ unique needs. This approach fosters an inclusive learning environment that makes educational opportunities accessible to pupils in a manner that suits their specific requirements [1].

The concept of teacher responsiveness in education aligns closely with principles of sustainable development in education, as it promotes long-term, adaptable practices that can be maintained and enhanced over time. This approach not only supports academic achievement but also enhances pupil and teacher well-being through sustained, supportive relationships. Sustainable pedagogical approaches require teachers to develop lasting, responsive relationships with pupils that support continuous growth and development. This is particularly crucial when working with vulnerable youth, where sustainable educational practices can break cycles of disadvantage and create lasting positive change.

Grounded in Vygotsky’s sociocultural theory, this participatory action research study investigated two interrelated research questions: (1) How do teacher–pupil interactions and teachers’ responsiveness shape the learning experiences of vulnerable youths in inclusive school settings? and (2) What specific responsive practices can teachers develop to create sustainable, inclusive educational environments? Vygotsky emphasized the fundamental role of social interactions in cognitive development, arguing that learning occurs through participation in cultural activities with the guidance of more knowledgeable others [4]. The research objectives directly emerge from Vygotsky’s sociocultural theoretical foundation [4], as we examine how teacher responsiveness, as a manifestation of guided participation, creates conditions for sustainable learning among vulnerable youth. The emphasis on socioculturally mediated learning experiences provides the theoretical foundation for our exploration of responsive teaching practices that scaffold pupils’ development within their zones of proximal development. The sociocultural theory further expands on this notion, highlighting the importance of cultural tools, historical context, and collaborative activity in the learning process [5]—elements that are central to understanding the dynamics of responsive teaching in inclusive education contexts. The connection between inclusive education and sociocultural theory has been demonstrated in previous studies [6,7]; other studies explored the concept of relational agency and responsiveness in various educational contexts [1,2,3].

While the importance of teacher responsiveness has been established in previous research, and responsiveness-centered teacher education has been shown to enhance academic achievement and facilitate positive behavior among vulnerable youths [8], there remains a significant gap in understanding how to operationalize responsiveness in inclusive educational settings, particularly with vulnerable youth. This gap is particularly problematic for teacher education programs that aim to prepare candidates to work effectively in inclusive environments. Our study addresses this critical gap by identifying specific teacher-responsive practices that can be intentionally developed through teacher education and professional development programs, offering practical pathways for implementing theoretical principles of responsiveness that promote pupil learning and well-being. This participatory action research study was conducted in an inclusive school setting and employed a participatory action research approach, guided by Vygotskian principles and the concept of relational agency. Data resources included collaborative discourse among all of the participants (i.e., teacher candidates, cooperating teachers, and vulnerable pupils), as well as reflective journaling and focus group discussions. Using these resources to examine the perceptions and experiences of the study participants was expected to shed light on possible ways to apply teacher responsiveness, as well as its manifestations and implications for fostering the success of vulnerable learners in inclusive environments.

Aligned with Vygotsky’s emphasis on the co-construction of knowledge through social interaction, the current participatory action research (PAR) engaged vulnerable pupils as active participants in decision-making processes that shaped their educational experiences. The participatory nature of action research allowed for a reflective process, whereby researchers, teachers, and learners in different stages of their development worked together to identify challenges, devise solutions, and evaluate outcomes in an iterative cycle [9]. This approach valued pupils’ perspectives and experiences in shaping their learning environment while contributing to the goal of creating more equitable and inclusive educational spaces [10].

Setting a framework for collaboration among the teachers, teacher candidates, and pupils enabled the study participants to engage in inclusive education practices while learning how to take into account the learners’ sociocultural context. Including the voices of marginalized youth and promoting dialog among educators was intended to provide participants with a deeper understanding of the role that responsive teacher–pupil interactions play in creating an inclusive learning environment. This study relied on Vygotsky’s sociocultural theory, the concept of relational agency, and the existing literature on teacher responsiveness as the theoretical framework. Guided by these theoretical approaches, participants would discover ways to practically apply responsive teacher–pupil interactions to foster inclusive and empowering learning environments for vulnerable youth.

1.1. Definition and Theoretical Foundations of Teacher Responsiveness

In this study, drawing on Edwards’ [1] conceptualization of professional responsiveness and Vygotsky’s [4] sociocultural framework, we define responsiveness as teachers’ capacity to recognize, interpret, and appropriately address the academic, social, and emotional needs of learners through intentional interactions and pedagogical decisions. This concept differs from general notions of ’good teaching’ in several important ways. While general pedagogical competence focuses on effective content delivery, responsiveness specifically emphasizes the relational dimensions of teaching—how teachers adapt their approaches based on learners’ expressed and unexpressed needs. Responsiveness involves both cognitive and affective dimensions: cognitively, it requires teachers to interpret pupils’ behaviors and communications; affectively, it demands emotional attunement to pupils’ states of mind. This multidimensional understanding of responsiveness provides a theoretical foundation for our investigation of specific responsive practices in inclusive settings.

The connection between inclusive education and cultural–historical activity theory has been demonstrated in the past by various researchers in this field [6,7]. The concept of responsiveness to participants engaged in a learning process has been studied in the past in assorted contexts [1,3]. The responsiveness approach creates an inclusive learning environment that makes educational opportunities accessible to pupils by adjusting teaching methods to suit the learners’ unique needs [1].

Research conducted in a middle school in the Southern United States found that responsiveness in education includes an appropriate response to the developmental, social, emotional, cultural, and identity needs of adolescents [11]. Consequently, teachers who are sensitive to the different needs and abilities of pupils and adapt their teaching approaches accordingly exhibit sensitivity to individual differences, adapt their teaching strategies, and provide additional support when needed. The research indicates that when teachers responded to the needs of their pupils, they succeeded in improving the latter’s conduct and academic achievements [12].

From a sustainability perspective, responsive education represents a pedagogically sustainable approach that can be maintained and developed over time [13]. This sustainability operates through three key mechanisms: First, unlike short-term interventions, responsive teaching practices create lasting changes in educational environments by building resilient teacher–pupil relationships. Second, these practices establish adaptive learning systems that can evolve with pupil needs [14]. Third, when teachers receive appropriate professional development, these sustainable responsive practices create enduring positive changes in both pupil behavior and academic achievement [15]. This sustainability is particularly vital when working with vulnerable children, where consistent, long-term responsive approaches can create stable educational foundations that support ongoing development. The evidence demonstrates that sustainable responsive practices succeed by integrating relationship building, systematic adaptation, and continuous professional growth [14,15].

1.2. Responsiveness in Working with Vulnerable Children and Youth

This study focused on the responses and responsiveness of cooperating teachers and teacher candidates to pupils in a school that caters to vulnerable learners from a disadvantaged sociocultural background. In the context of inclusive education, the adaptation of teachers’ responses is particularly important. It seems that in inclusive education, teachers need to be particularly flexible and resilient in order to respond appropriately to the diverse learning needs of pupils [1]. Teachers whose responses are authentic and sensitive create a supportive and inclusive atmosphere in the classroom that promotes a sense of belonging and encourages the active participation of all pupils [2]. In fact, the adaptations that teachers make to address the needs of pupils in inclusive education extend beyond academic support alone: they include supporting pupils’ emotional needs so as to promote their social well-being. These efforts, in turn, promote a positive and inclusive classroom culture. Responsiveness in inclusive education, therefore, refers to teachers’ ability to address—in an active and empathic manner—not only the elements of learning and pedagogy but also to construct positive teacher–pupil relationships, provide emotional support, and cope with behavioral challenges [16]. A central aspect of responsiveness in working with vulnerable youths is creating a flexible and supportive environment that considers their individual backgrounds, challenges, and needs [11].

An approach that emphasizes teacher response promotes the overall well-being not only of the pupils but also of the teachers. Edwards [1], Waitoller and Kozleski [7], and Carrington and Macarthur [16] emphasize how collaborative support structures and professional networks among educators, teaching staff, and educational professionals are essential for developing sustainable responsive practices in inclusive education settings. Furthermore, according to the sociocultural theory, listening to pupils’ voices can lead to authentic dialog and joint activity between teachers and pupils. Teachers learn to see the pupils’ point of view and develop an understanding of their needs and desires. This is a dynamic and reciprocal process in which teachers and pupils influence each other and create shared meaning [1]. Integrating pupils’ voices in the learning process provides a source for pupil empowerment while allowing teachers to shape their own responses accordingly [17]. Integrating pupils’ voices in determining various aspects of the learning endeavor reflects the sociocultural theory approach, which views learning as a sociocultural process that occurs through interaction between teacher and pupil involving learning and development processes. While previous studies provide valuable insights into the importance of teacher responsiveness, there is, nevertheless, a need to explore its practical applications and development within the context of preservice and in-service teacher education, particularly when working with vulnerable youths. The concept of relational agency, developed by Anne Edwards, offers a framework for understanding and fostering teacher responsiveness to vulnerable pupils.

1.3. Relational Agency and Teacher Responsiveness

Relational agency, a concept developed by Anne Edwards, plays a crucial role in shaping teachers’ responsiveness to vulnerable pupils [6]. Relational agency is the capacity to be an agent in and throughout human interactions and interpersonal relationships, influencing the world through these relationships. In the context of teacher—pupil interactions, relational agency enables teachers to recognize and respond effectively to the diverse needs of vulnerable pupils. Key aspects of relational agency in teacher responsiveness include recognizing the unique challenges faced by vulnerable pupils, engaging in collaborative problem-solving with colleagues and support staff, aligning one’s own responses with those of others to provide comprehensive support, and contributing to the collective knowledge and understanding of best practices for supporting vulnerable pupils [1].

The concept of relational agency is grounded in the sociocultural theory, which emphasizes the importance of social interactions, cultural tools, and historical context in shaping human development and learning [4]. In the context of teacher responsiveness to vulnerable pupils, relational agency refers to the capacity of teachers to recognize and utilize the expertise of others, such as school counselors, social workers, and administrators, to enhance their own ability to provide targeted support and contribute to the collective effort of promoting pupil success [6].

Edwards argues that expertise in responding to vulnerable pupils is not solely an individual attribute but is developed through relationships within systems of distributed expertise [1]. By fostering relational agency, teacher education programs and professional development initiatives can promote the development of teachers as reflective, responsive, and empowered practitioners who actively engage in practices that support the unique needs of vulnerable pupils within their schools and communities.

Strengthening teachers’ relational agency can lead to more effective and coordinated responses to the challenges faced by vulnerable pupils, ultimately promoting better educational outcomes and reducing the risk of pupil disengagement and dropout. By emphasizing the importance of relational agency in teacher responsiveness, educators can work collaboratively to create supportive and inclusive learning environments that meet the diverse needs of all pupils, particularly those who are most vulnerable.

1.4. Research Gap and Study Rationale

While Edwards [1] and Robertson et al. [8] establish the importance of teacher responsiveness for vulnerable youth outcomes, and Waitoller and Kozleski [7] demonstrate its role in inclusive education, there remains a significant gap in understanding how to operationalize these practices in teacher education programs. This gap is particularly evident in Virtue and Pinter’s [11] analysis of middle school teacher preparation, which reveals the absence of systematic approaches to developing responsive capabilities. Our study addresses this critical gap by identifying specific responsive practices that can be intentionally developed through teacher education.

2. Materials and Method

Participatory action research (PAR) was the primary approach selected for this study, as it emphasizes the development of relationships among participants through the integration of their involvement in research, action, reflection, theory, and practice. PAR is a collaborative process that actively engages participants in identifying and addressing issues that affect their lives while promoting personal growth and community development [18,19]. This approach recognizes the value of participants’ knowledge and experiences and seeks to empower them as co-researchers and agents of change in their own lives and communities [20].

By employing PAR, this study aimed to foster a sense of agency among the vulnerable children and youths, who were working alongside the researchers to identify challenges, devise solutions, and evaluate outcomes in an iterative cycle. Each cycle included the following: (1) collaborative planning meetings where teachers, teacher candidates, and pupils identified responsive teaching challenges; (2) implementation of co-constructed responsive practices; (3) systematic documentation through weekly reflective journals and recorded meetings; and (4) collective analysis in the community to evaluate and refine practices. Following Reason and Bradbury’s [9] framework, this collaborative process unfolded through systematic documentation of weekly reflective journals, recorded meetings, and community discussions, contributing not only to the development of inclusive education practices related to the learners’ sociocultural context but also to participants’ personal growth and communal development.

Building upon this framework, the research process unfolded through four interconnected phases: (1) initial planning and participant recruitment; (2) data collection through weekly student–teachers’ reflective diaries, bi-weekly partnership meetings, focus groups, and my weekly research journal; (3) collaborative analysis and meaning–making; and (4) implementation of responsive practices, all guided by the cultural–historical activity theory (CHAT). Notably, these phases were characterized by topics that emerged spontaneously from field interactions, reflecting the theory’s emphasis on dialogic learning and dynamic interactions between learners and educators.

The research participants were eight teacher candidates, eight cooperating teachers from the school, and seven pupils at a school that partners with a teacher-education college with which the researcher was affiliated. The teacher candidates represented diverse subject specializations (mathematics, language arts, science, and social studies) and were in their final year of teacher preparation. The cooperating teachers had varying levels of experience (ranging from 3 to 25 years) and all had specific training in inclusive education. The pupil participants, aged 16–17, represented diverse learning profiles and backgrounds typical of the school’s vulnerable population. The pupils attending the partnership school are socioculturally vulnerable youths who live and study at this boarding school for their protection. All participants voluntarily joined this study after receiving information about its purpose. This purposive sampling approach aligns with PAR principles, as it brought together key stakeholders who could actively engage in examining and transforming educational practices, while also meeting qualitative research criteria that prioritize depth of understanding over generalizability.

2.1. Data Collection

Data collection methods aligned with the qualitative nature of this study and included the following research tools: (1) recordings and transcriptions (or minutes) of 15 joint, work-related inquiry and exploration meetings, in which teacher candidates and cooperating teachers discussed educational issues and conducted joint inquiry; (2) reflective–dialogical weekly diary entries written by the teacher candidates during the practicum. Each entry described a particular incident experienced over the past week and the teacher-candidate’s responses to this incident; (3) the pedagogical mentor’s weekly reflective–dialogical response to each teacher candidate; and (4) documentation and transcription of the three focus group discussions attended by all the study participants, held intermittently over the academic year. These four data sources were cross-referenced during the data analysis stage.

2.1.1. Method of Data Analysis: Unit of Analysis in This Study, According to Activity Theory

According to the sociocultural theory, the analysis focuses not only on individuals or groups but also on object-oriented activities, mediated by artifacts and involving interactions within the community. This activity system refers to the dynamic relationships (including contradictions) among the subject, object, mediating artifacts, rules, division of labor, and community as they pursue an object-motivated activity. As this system is not always directly observable, researchers must uncover and analyze the hidden components and contextual factors mediating the activity [21,22,23].

Furthermore, such research activity requires theoretical anchors that allow for a broader understanding of the changes needed in the academy–classroom partnership, in the context of teacher education in general and inclusive education of excluded youth in particular.

Specifically, the main goal of the current research was to observe the teacher–candidates’ reactions to each other and to the vulnerable pupils in this inclusive school, focusing on their complex role as both “relational agents” [6] and boundary brokers between the inclusive school and the teacher-education institution [7]. By expanding our understanding of the teaching and learning practices in an inclusive school, the findings of this analysis will be used to increase opportunities for excluded groups to engage in self-representation and participate in decision-making processes that affect their educational future.

2.1.2. Data Analysis Procedures

The thematic analysis of the object-oriented activity followed Braun and Clarke’s [20] six-step framework, using an inductive analysis method. The process began with data familiarization through repeated readings of all data sources (transcripts of 15 meetings, weekly reflective journals, and meeting entries), reading each text separately, sentence by sentence, to identify emergent topics. Initial coding focused on identifying meaningful segments related to teacher responsiveness across all data sources. The analysis prioritized semantic content [24], maintaining the integrity of participants’ expressed meanings while identifying recurring patterns of responsive practices, focusing mainly on what was said rather than how it was said (e.g., tone of voice, intonation, or speech patterns). Themes emerged through systematic categorization, with particular attention to patterns across participant groups (teachers, teacher candidates, and pupils). The identified themes were then classified according to their semantic meanings, resulting in distinct categories that captured the essence of teacher responsiveness (e.g., deep connection, personalized approach, trust, commitment, and support). These themes were reviewed against the original data to ensure coherence and representativeness. Each theme was defined and named, articulating its essence and boundaries. Finally, relationships between the categories were established, consolidating similar categories under one heading, and representative quotes were selected to best illustrate each theme.

To ensure trustworthiness, several validation strategies were implemented: (1) data triangulation across multiple sources; (2) member checking with participants to verify interpretations; and (3) maintaining an audit trail documenting analytical decisions throughout the process.

3. Identifying Response Patterns in Inclusive Education

Analysis of participant narratives revealed consistent patterns of responsive practices across participant groups. Socioemotional responses were prominently discussed by most participants, followed by pedagogical responses and systemic responses. These patterns emerged consistently across teacher candidates, cooperating teachers, and pupils, suggesting the fundamental importance of these response categories in inclusive education. The following sections detail each category with illustrative examples from multiple participant perspectives. Analysis revealed three main categories of teacher responses that promote pupils’ learning: socioemotional responses, pedagogical responses, and systemic responses. Each category encompasses specific types of responses that emerged from the expressions used by the pupils, cooperating teachers, and teacher candidates. These three categories represent distinct but interconnected aspects of teacher responses that support inclusive education. Each category emerged from the analysis of participant narratives and reflects different dimensions of the teaching–learning relationship.

3.1. Socioemotional Responses

The socioemotional responses category encompasses teachers’ efforts to create supportive emotional environments and build meaningful relationships with pupils. These responses align with the importance of creating secure learning environments for vulnerable pupils. This category includes responses that focus on building relationships and emotional support.

3.1.1. Deep Connection and Close Relationships

Analysis of participant narratives revealed that the establishment of close relationships and deep connections between teaching staff and pupils emerged as a salient theme across all three participant groups (teacher candidates, cooperating teachers, and pupils). This theme described creating a safe and accepting learning environment, with set boundaries, characterized by a sense of inclusion and belonging, less judgment, and a focus on creating a positive learning experience. The theme’s significance manifested through its recurrence in participants’ narratives and the explicit nature of both teachers’ and learners’ statements.

The words of teacher candidate Sharon demonstrate the profound significance she attributed to the personal connection: ‘…Slowly it became less difficult to convince my group to learn; now they take pleasure in it. I am slowly becoming attached to the pupils, and that’s exactly what I wanted. The personal connection plays a leading role here’. Sharon considers her personal connection with the pupils to be a decisive factor in the success of her work.

Dora, a cooperating teacher, mentioned the link between boundary setting and inclusion, which she claimed is the foundation for building trust and creating a sustainable bond between teacher and pupils:

In the 10th grade, we work on trust, with a lot of inclusion. Conflict with the children doesn’t work in our school… In my 12th-grade classes, those who are late do not enter the lesson, and thus a connection is made between boundaries and inclusion. Boundaries [serve to] sustain inclusion. Without the ‘container’, the ‘contents’ will spill…

The quote alludes to a major challenge inherent in the teaching process: to find the appropriate balance between personal relationships and clear boundaries. According to Dora, ‘trust’ frames the relationship on both ends: she believes in her pupils and hence seeks to involve them in the learning process, even in difficult moments, and the pupils’ trust that they earn inclusion and respect by adhering to the set boundaries (e.g., arriving to class on time). ‘Inclusion’ refers to the ability to contain the pupils’ feelings and needs, understand their perspective, and avoid confrontational responses. Her warning that ‘conflict with the children doesn’t work’ also means taking measures to prevent situations in which boundaries might be crossed. Her metaphor regarding the contents indicates that without boundaries, the achievements enabled through trust and inclusion might be lost.

Teacher candidate Danny reinforced this view, stating that boundaries create an inclusive framework for learning: ‘The teachers need to create a mold with clear boundaries within which the pupils can safely operate. Setting very clear boundaries is essential for creating a learning framework and instilling learning habits.’

The pupils too emphasized the importance of feeling included. Sarah, a 12th-grade pupil, described teachers’ responses that led to feelings of acceptance and belonging, which she appreciated:

I have to give credit to this school… I think it’s the only place… wait, I’ll rephrase… [Until I came to this school] I had always felt that when I say something about my life, those around look at me strangely. [But here,] no matter what you did, what you’ve been through or how you come through… they don’t judge you. It’s like everyone here comes with their own baggage from their journey… people [here] see it as special: ‘Wow, what a crazy life story… wow, how interesting….’. Wow this and wow that—[it all] gives a feeling that is very… warm and accepting… one might say.

Sarah felt that despite her life story, she was not being judged nor seen in a negative light. She described the school as a space where all are accepted as they are, so she associates the school environment with feelings of warmth and acceptance.

Rafael, a 12th-grade pupil, demonstrated that the principles of safe space and judgment avoidance were also practiced by the pupils towards their teachers: ‘At first, you always examine… it doesn’t matter who it is, … like there’s always that first impression’. However, Rafael learned to put it aside:

I kind of let time do its thing… because, in the end, I don’t know, maybe I’ll end up connecting with an instructor or teacher who seemed to me less likely to become an ally, but in the end, that person might be my safe place. It’s just a matter of time until you understand who this person really is and who you can spend time with and open up to.

Rafael learned not to rush to conclusions, realizing that others may serve as a source of personal and emotional support.

3.1.2. Trust in Pupils’ Abilities: Optimism Creates a Sense of Success for Learners and Teachers

The theme of trust in pupils’ abilities directly illustrates how teacher responsiveness shapes learning experiences (Research Question 1). As evidenced in the participants’ narratives, conveying an essential trust in their pupils’ ability to prevail and succeed constitutes a specific mechanism through which teachers create sustainable inclusive environments. This responsive practice supports both immediate learning and long-term educational development (Research Question 2). The following examples illustrate how this trust manifests in practice and contributes to sustainable, inclusive education. In this theme, teachers’ responses focused on expecting the pupils to do their best, trusting in their abilities, and conveying optimism to create a sense of success both teacher and learner enjoy.

Dora, a cooperating teacher, divulged her approach towards her pupils:

We trust in their abilities, and in our ability to guide them on this path. Embracing and connecting with them [is what] makes the difference… I’m not looking for academic achievements… Mainly, it’s important for me to bring them to learn. …As years go by, I gradually demand more from them, but still focus on the individual learner’s needs and current place in the process. I continue to contain and embrace whatever comes up, and at the same time to constantly aspire higher, toward positive actions, learning, and development.

Dora emphasized the importance of leading the pupils to feel safe and connected, especially in the early years of their education. Over time, she gradually increased the demands of these pupils while continuing to listen and understand their needs and emotional state. Ultimately, her goal was to encourage the pupils to fulfill their potential and attain academic and personal success.

Sharon, a teacher candidate, shared her experience:

I tried to focus on the… good, on the children who did learn and did participate. There were two girls who were bored in the lesson, and I decided to give them a few tasks that are at a higher level than the class level, and they succeeded in them and were very excited about the feeling of success! I realized that all the disturbances and noises [pupils] made were purely out of boredom… [that’s why] we decided to divide the class into groups, placing them where they belonged in terms of the learning [continuum] enabled them to experience success in that place.

Sharon reported feeling a sense of success when she and her teaching partner were praised by the cooperating teacher for their response. Her response indicates a deep understanding of pupils’ diverse needs and the importance of experiencing success. Correspondingly, she paid less attention to the noise and disruptions, which she later perceived as indications of pupils’ boredom. Furthermore, she understood that by addressing pupils at their specific level and ability, she gave them the opportunity to experience personal success.

3.1.3. Commitment to Pupils and Non-Abandonment: Everyone Is Important—You Are Important

Another category of responses revealed the teachers’ commitment to their pupils and to the concept of non-abandonment [25]. Non-abandonment refers to the importance of keeping each individual learner engaged in the learning process. The teacher maintains an awareness of each pupil’s persistence, because the pupils rely on their teacher to ‘fight’ for them and never give up on them. The following examples demonstrate a range of responses that fall under the umbrella of non-abandonment.

Here, Lia (a teacher candidate) identified her ability to ‘reach’ some of the pupils, to work with them, and—as a result of her persistence—lead them to change their attitude and focus on learning. However, she was also aware that there were pupils whom she was unable to ‘reach’.

I can wholeheartedly say that with my persistence, I managed to get a number of pupils to start working and ignore the surrounding noise. Yet, to the same extent, there is an equal number of pupils that I simply could not reach. I tried to remain optimistic and focused on the pupils I did reach…

In this excerpt, the teacher candidate realized that not all pupils managed to contend with their inner turmoil, yet she expressed optimism and focused on the successes while making a persistent effort to attend to the needs of each pupil.

The importance of non-abandonment is further reinforced in the following dialog between Ivan, a teacher candidate, and Sarah, a pupil.

Ivan: The question is, is there someone with whom you would feel comfortable sharing this information openly? What could help you open up? I’ll clarify this further: Is there something that a staff member could do or refrain from doing that you would find helpful?

Sarah: Prove themselves…

Ivan: How?

Sarah: For me, it’s mainly to fight.

Ivan: To fight for you or…

Sarah: Yes…

Ivan: What does ‘fighting for you’ look like?

Sarah: It can come in many forms. For example, last year I ran away many times… I left, but I saw that… they didn’t give up on me. I was like, ‘Okay, this is a safe place. You can rely on the people here, and I can be certain that there is someone to turn to, and there is someone who sees me and hears me and even wants to see and hear me’. If people are not able to make this minor effort to prove to you that [I am] very important to them, then they are not worth confiding in and I cannot rely on them…

Ivan: The burden of proof.

Claudia (the principal) turned to Sarah: I think what you just said is super important, super important.

This dialog underscores the importance of teachers’ persistence, i.e., their ability to consistently extend personal support to their pupils. In reply to Ivan’s question, Sarah revealed her strong reliance on staff members’ support. She counted on teachers not to give up on her but to ‘fight’ for her. She indicated that for her to trust them, the staff members had to prove to her that she is important enough to ‘fight for’. This response, she claimed, would lead her to trust the people around her. Ivan summed up Sarah’s central idea using the expression ‘the burden of proof’, i.e., it is the staff members’ responsibility to prove to the pupils that their well-being is important to them. The dialog reveals the pupils’ profound insight about needing to feel seen, valued, and appreciated, even when they have difficulties and their performance is sub-par (e.g., after running away from the boarding-school home).

3.2. Pedagogical Responses

Pedagogical responses focus on the instructional strategies and teaching approaches that teachers employ to support individual pupil learning. These responses reflect the principles of differentiated instruction and pupil-centered learning approaches. This category encompasses responses that directly relate to teaching and learning processes:

3.2.1. A Personalized Approach: Considering Each Pupil’s Needs

This type of responsiveness is guided by the teacher’s individualized approach, examining the unique needs and desires of each learner so that they learn in ways that suit them best.

Teacher candidate Lia, for example, noted pupils varied reactions when transitioning from vacation to routine:

Some are eager, while others struggle to adjust. Nevertheless, all the pupils are very worked-up on the day of return. [I think] such days should be devoted to discovering each child’s unique needs, to help all the pupils get back on track.

Lia realized that each child brings unique experiences back to school, requiring teachers to help them readjust individually. She emphasized the importance of paying personal attention to each pupil and examining their individual needs in order to allow them to re-enter the learning routine in the best and most effective way for them.

Teacher candidate Sharon gave an example of a pupil who was sitting in class with his head reclined on the table; she asked him to sit upright, but he responded by saying:

‘If I raise my head, I disturb the lesson, so I prefer to keep my head on the table’. I allowed him to remain with his head on the table, and then, toward the end of the lesson, he [joined the class and] worked so beautifully…’

Sharon recognized the pupil’s self-awareness, which led her to choose a flexible and accommodating response. As a result, later in the lesson, when the pupil felt more comfortable and secure, he was able to perform optimally. Thus, both Lia’s and Sharon’s examples demonstrate that responding to individual needs supports effective learning.

3.2.2. Knowing When to Pause

Another type of response was related to being able to recognize when it is necessary to pause the learning process in order to listen to the pupils and address the concerns that prohibit them from focusing on the learning material. Several teacher candidates and cooperating teachers noted a range of responses related to pausing the academic process to address the need of the moment. Thus, pausing to make room for empathetic listening was recognized as a valuable phase in the learning process. Dora (a cooperating teacher) said the following at the community meeting:

At our school, you can come to class with a stunning lesson plan and not teach at all, because the children are not attentive. You need to know when to pause… to focus more on inclusion and containment, until the children are able to settle down. This is because the children undergo many transitions that cause emotional upheaval.

Dora, the cooperating teacher, succinctly expressed one of the central difficulties in the world of education, namely, understanding that, as excellent as the learning content may be, it is only one part of the bigger picture. The daily reality of children and adolescents is loaded with personal upheavals and transitions, and sometimes they simply cannot be available for learning. Dora shared her insight, according to which one of the most important tasks of a teacher is to recognize when support is needed, address the pupils’ emotional needs, and empathize with them. At such times, the learning itself can be delayed, and the most important thing is to allow the pupils to recover a sense of balance to help them feel better. Underlying Dora’s message is the understanding that education is not only about the learning content but also about the human connection and addressing the pupils’ emotional needs. Danny, a teacher candidate, summarized this point in his journal, thus:

Teachers can contain the behavior of the pupils… and identify when it is acceptable to let up—even at the expense of pausing the learning process—to make room for empathy and to listen…

All the excerpts quoted herein point to the importance of the relationship between teachers and their pupils and teachers’ ability to contain a variety of pupil behaviors. The teacher’s role is not only to ‘facilitate pupils’ understanding of the learning material’. More importantly, their role is to observe, listen, and be understanding and empathetic: to identify the times when it is necessary to pause the course of the lesson and address the pupils’ more immediate needs.

3.3. Systemic Responses

Systemic responses represent the broader organizational and collaborative aspects of inclusive education. These responses acknowledge that effective inclusive education requires support structures beyond individual teacher–pupil interactions. While the current analysis revealed primarily team-based support systems, future research might explore additional systemic responses such as school-wide policies, administrative support structures, and community partnerships. A key aspect of systemic responses that emerged from the data was the importance of mutual support among teaching staff. This support network creates a foundation for implementing effective inclusive practices.

Support Among Teacher Candidates and Educational Teams

This category, derived from data provided by the teacher candidates and the cooperating teachers, referred to teachers’ mutually supporting their peers’ teaching and learning processes. Unlike the pupils, the teachers and teacher candidates need to be seen and supported. In this context, support comes from each other as well as from external sources. Naomi, a cooperating teacher, described her experience:

I was very moved by what Sharon said earlier: that she did not feel like a cog in the system; nor was she taken for granted; rather, she feels seen and heard… It took me back to my early days at a school where they didn’t see me or accept me. The vice principal eventually took me under her wing, [otherwise] I wouldn’t have had a chance of surviving… Hearing Sharon’s comment, I felt glad that with my decision, after a prolonged hesitation, to mentor a teacher candidate this year.

Brought on by Sharon’s comment, Naomi recollected feeling isolated early in her career, and she emphasized the importance of being ‘seen’ and supported, especially in the course of a teacher-candidate’s professional development. Reflecting on her own journey, she saw mentoring as a chance to provide others with the support she once needed.

The significance of this moment in the mentoring process emerged through deeper analysis, as Naomi’s statement led the pedagogical mentor to prompt for further reflection on this topic, as can be seen in the following words:

What I love about the dialog between teachers and teacher candidates is the point when the discourse turns from covert to overt: feelings that were taken for granted become visible, touching others… revealing [our common] qualities as caring human beings… making us feel closer. It’s that switch in our perception that enables learning…

The pedagogical mentor from the teacher college shared her strong appreciation for courageous and self-revelatory expressions of emotion, which have the potential to create a sense of closeness, understanding, and connection among people. In other words, she brought to the group’s attention what is often taken for granted, namely, the connection between emotional expression and the learning process, demonstrating that when we allow ourselves to ‘see’ and appreciate the humanism in others, we create a place for integrated learning, comprised not only of professional knowledge but also containing a deep and comprehensive human understanding. Thus, teachers’ mutual support is a response that ultimately supports pupils’ learning.

To summarize, the findings presented in this section highlight the multifaceted nature of teacher responsiveness and its critical role in fostering inclusive learning environments for vulnerable pupils, as well as the parallel needs of professionals involved in teaching and learning. The following section summarizes and discusses these findings in light of the study’s theoretical framework and existing literature.

4. Summary, Discussion, and Conclusions

4.1. Interpreting Responsive Teaching Practices: Insights from Sociocultural Theory

This study explored learners’ and teachers’ responses in an inclusive school setting, illuminating practical ways for teachers to enable marginalized groups to be seen and heard. The research’s unique contribution lies in its comprehensive analysis of the concept of responsiveness, breaking it down into applicable components that can be adopted in educational practice. To the best of the author’s knowledge, this is the first study to examine and enumerate practical ways to implement responsiveness in schools, particularly in the context of vulnerable youths and inclusive education. Furthermore, by considering responsiveness within teacher education and development while using PAR methodology, this research provides valuable insights into the abilities required of teachers, teacher candidates, and teacher educators working in inclusive settings. The findings underscore the importance of considering participants’ sociocultural context and demonstrate how responsive practices can be effectively integrated into educational environments.

These findings provide a foundation for understanding how responsive practices can be systematically developed and implemented in inclusive educational settings. This study makes three distinct theoretical and practical contributions to the field. First, it operationalizes teacher responsiveness by identifying specific practices and mechanisms through which teachers create sustainable inclusive environments—a contribution that bridges theoretical understanding with practical implementation. Second, it extends Edwards’ [1] relational agency framework by demonstrating how collaborative professional networks specifically support vulnerable youth in inclusive settings. Third, it advances our understanding of sustainable education by showing how responsive practices create lasting educational impact through the integration of socioemotional, pedagogical, and systemic approaches. These contributions advance both theoretical understanding and practical implementation in inclusive education.

4.2. Practical Applications and Necessary Conditions for Responsiveness

The analysis of data from pupils, teacher candidates, cooperating teachers, and the reflective written dialogs between teacher candidates and the pedagogical mentor revealed three main categories of responses that promote inclusive education: socioemotional, pedagogical, and systemic responses. These findings demonstrated the fundamental importance of responsiveness in teaching and learning processes, while indicating specific ways teachers can practice and apply responsiveness in various situations.

The socioemotional responses focus on building relationships and emotional support, including the following: establishing deep connections and close relationships between teachers and pupils by creating a safe space with clear boundaries, fostering acceptance and belonging, and reducing judgment; demonstrating trust in pupils’ abilities while maintaining optimistic expectations that create a sense of success for both learners and teachers; and practicing non-abandonment by consistently demonstrating commitment to each pupil and conveying that everyone is important.

The pedagogical responses address teaching and learning processes directly through implementing a personalized approach that considers each pupil’s unique needs and allows them to learn in ways that suit them best; and knowing when to pause the learning process through empathetic listening to comprehend learners’ state of mind and readiness for learning.

The systemic responses emphasize the importance of mutual support among teacher candidates and educational teams, highlighting how collaborative professional relationships ultimately enhance pupils’ learning experiences.

These categories of effective and applicable responsiveness lay the foundation for meaningful discourse and high-quality interactions, through which pupils learn to represent themselves and partake in decision-making processes that affect their educational future. This experience leads to constructive and reciprocal relationships among teachers and learners. Thus, we may conclude that by using effective modes of responsiveness, teachers can establish an enabling space where both learners and teachers feel comfortable and confident about voicing thoughts and emotions. In the current study, the teacher candidates felt empowered to speak directly and sincerely with both their pupils and their coordinating teachers, and likewise, the pupils learned to speak openly and directly with their teachers. Empowerment, in turn, creates a sense of agency, the belief in one’s capacity to influence the environment. Relational agency, as described by Edwards [1,6], refers to the capacity to work with others to expand the object of activity, recognizing the resources and expertise that others bring to bear on the shared endeavor.

4.3. Responsiveness in Teacher Education and Development—Skills and Abilities Needed

Teacher responses can vary greatly, from oppositional and demanding responses to those that are inclusive, reinforcing, empathetic, and encouraging. The findings emphasized the central role of teachers’ effective responsiveness in shaping the learning environment and meeting pupils’ needs. While the learning of content and exposure to pedagogical practices are undoubtedly important, the interactions between teachers and pupils form the foundation for effective education, requiring teacher candidates to develop a broad range of responsive skills.

The participatory approach used in the current study exemplifies how teachers develop these skills through the creation of ’discourse circles’, where student-teachers, pupils, and cooperating teachers collaborate to reach a shared understanding. Our findings on teacher support systems extend Edwards’ [1] concept of relational agency and Waitoller and Kozleski’s [7] work on boundary practices by demonstrating how collaborative support structures enable sustained responsive teaching. These findings align with Carrington and Macarthur’s [16] emphasis on building sustainable, inclusive communities through mutual professional support. This co-construction of a mediated educational reality exemplifies the principles of relational agency, demonstrating that responsiveness goes beyond merely establishing caring relationships; it involves teachers recognizing their role as agents of change, modeling positive interactions, and promoting the development of relational agency in their pupils.

The various types of effective responses identified in this study underscore the importance of teachers’ socioemotional tools in facilitating meaningful learning encounters. These tools enable teachers to identify pupils’ internal states of mind and respond appropriately to their immediate needs. The interpersonal skills that teachers and teacher candidates acquire help them understand that for pupils to adopt school-appropriate behaviors and relinquish negativism, they must first experience positive responses that address their individual needs.

Teachers’ emotional sensitivity extends to their ability to perceive pupils’ mindsets and identify moments when academic teaching should pause to address emotional–social needs. These crucial emotional skills can be developed through comprehensive teacher education programs, reflecting an understanding of education as a joint human process that flourishes in communal settings with mutual support. The development of such emotional skills provides the foundation for mutual understanding, trust, and supportive interactions—fundamental elements of teacher–learner relationships that enable and promote learning. Through authentic dialog where teachers and pupils are partners, education becomes truly empowering, highlighting how emotional and communicative skills are critical for creating effective human interactions in the school space.

4.4. Importance of Sociocultural Context: From General Education to Inclusive Settings

The pupils in the current study were looking for a particular type of response; specifically, they wanted to feel accepted for who they are, as they are. They needed to feel that they counted, to feel included and supported. At the same time, the teaching staff members identified another essential (albeit seemingly contradictory) component of the personal relationships they established with the pupils, i.e., the need to consistently maintain clear boundaries that guide pupils’ behavior in a school setting. This finding exemplifies sociocultural theory’s emphasis on structured learning environments where supportive relationships and clear expectations coexist [26].

The pupils’ request for inclusive and supportive responses represents an attempt to forge positive relationships that foster personal and emotional growth. Teacher responses characterized by persistence, high expectations, and attentiveness to individual needs send a clear message that every pupil is valued and supported. These findings align with sociocultural theory’s [4] understanding of learning as a socially mediated process, where teachers’ responsive practices help bridge the gap between pupils’ current capabilities and their potential development. Our study demonstrated how this theoretical framework, as elaborated by Edwards [1], translates into practice: responsive teaching practices have a transformative power, creating inclusive learning environments that empower and instill a sense of agency in all learners.

The dynamic interactions observed in our study exemplify key sociocultural principles in action. Through open and trusting discourse, teachers and pupils listened to each other empathically, enabling meaningful learning for both parties. By learning to see the pupils’ point of view, teachers developed an understanding of their vulnerable pupils’ needs and desires, creating what sociocultural theory describes as a reciprocal process of mutual influence and shared meaning-making. This was particularly evident in how integrating pupils’ voices in the educational discourse empowered them while enabling teachers to shape more appropriate responses. Our findings emphasize the importance of maintaining equal attention to learners’ voices, teachers’ voices, and the relationships between them in creating successful inclusive educational experiences.

These sociocultural principles of mutual influence and shared meaning-making point to the need for sustainable educational practices that can nurture and maintain such relationships over time. The dynamic nature of these teacher–pupil interactions, grounded in sociocultural understanding, requires an approach that can evolve and adapt while maintaining consistent support for vulnerable learners.

4.5. Sustainable Responsive Practices: Bridging Theory and Educational Transformation

Building on this sociocultural foundation, our findings highlight how responsive teaching practices contribute significantly to educational sustainability through the creation of resilient learning environments that can adapt and evolve over time. Professional development programs for teachers play a crucial role in fostering these sustainable practices, as they provide educators with opportunities to develop, refine, and maintain their responsive teaching skills throughout their careers. These sustainable pedagogical approaches are particularly crucial for vulnerable youth, who benefit from consistent, long-term responsive practices that build lasting educational foundations.

Our findings demonstrate that sustainable responsive practices operate on multiple levels. At the individual level, they create enduring positive changes in pupil behavior and academic achievement through the establishment of stable, trusting relationships. These relationships contribute significantly to both pupil and teacher well-being, creating a positive cycle where improved well-being supports sustainable educational practices. At the classroom level, they foster resilient learning environments where both teachers and pupils can develop and maintain productive interactions over time. At the institutional level, the development of sustainable, responsive practices in teacher education programs helps ensure that these approaches become embedded in educational systems, creating lasting positive impacts on pupil development and achievement.

The sustainability perspective emphasized in our findings suggests that developing responsive practices requires a long-term commitment rather than relying on short-term interventions. This is particularly evident in how teacher candidates and cooperating teachers in our study developed their responsive capacities through ongoing professional development and mutual support. The ’discourse circles’ established in our study exemplify how sustainable practices can be cultivated through regular, structured opportunities for collaborative learning and reflection.

Furthermore, our research reveals that sustainable responsive practices are particularly vital in inclusive education settings, where consistent, long-term approaches are essential for supporting vulnerable pupils’ development. The non-abandonment approach identified in our findings, for instance, represents a sustainable practice that creates lasting educational impact through persistent, reliable support. This aligns with broader principles of educational sustainability, where practices must be both effective and maintainable over extended periods to create meaningful change.

4.6. Conclusions and Future Directions

This study underscores the pivotal role of teacher responsiveness in fostering inclusive learning environments that cater to pupils’ diverse needs. The findings reveal that empathetic, responsive teacher–pupil interactions lay the groundwork for effective education. By eliciting and engaging with pupils’ voices, teachers can nurture personal growth, enable meaningful learning, and cultivate a more inclusive classroom climate.

Grounded in the learners’ sociocultural–historical context, this research showcases the transformative potential of responsive teaching practices. It deconstructs responsiveness into practical, applicable components that educators can understand and adopt. Aligning with Vygotskian principles, this study highlights the profound impact of social interactions and cultural tools on cognitive development and learning. Ultimately, this work affirms the power of caring teacher–pupil relationships, collaborative discourse, and culturally responsive pedagogy in shaping learning and development, especially for marginalized youth. It emphasizes the importance of attending to both teacher and pupil voices and nurturing reciprocal, growth-promoting interactions.

While these findings offer valuable insights into responsive teaching practices, certain limitations should be acknowledged. Our study focused on unique experiences within one educational setting, providing a deep understanding of responsive practices with a specific group of vulnerable youth. The participatory action research methodology enabled rich exploration of these experiences, though primarily from perspectives within the immediate school community. Additionally, the one-year timeframe of this study offered insights into the development of responsive practices during this period. These considerations suggest directions for future research that could enrich understanding of responsive practices in different contexts. Studies in other educational settings could explore how responsive practices manifest in different sociocultural environments. Extended engagement over longer periods could deepen understanding of how these practices evolve over time. Additionally, research involving broader educational communities could provide complementary perspectives on supporting inclusive education.

This study advances our understanding of responsive teaching by demonstrating how socioemotional, pedagogical, and systemic practices interact to create sustainable inclusive environments. The findings suggest that developing responsive teachers requires attention not only to individual skills but also to the broader professional networks and support systems that sustain these practices. This integrated approach offers a framework for teacher education programs seeking to prepare educators for inclusive settings while highlighting the importance of sustained professional development and collaborative support structures. Future research should examine how these practices can be adapted across different educational contexts and how they contribute to long-term educational outcomes for vulnerable youth.