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Education Sciences
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Barriers to Learning and Participation in Educational Settings: Lights and...
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Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: 15 June 2026 | Viewed by 13341

Special Issue Editors

Prof. Dr. Antonio-Manuel Rodríguez-García

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, 52005 Melilla, Spain
Interests: education; technology; higher education; learning; methodologies; social justice; social inclusion
Special Issues, Collections and Topics in MDPI journals
Dr. Juan Carlos de la Cruz-Campos

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, 52005 Melilla, Spain
Interests: education; primary education; higher education; social education; non-formal education (sport); sustainable education; technology; active methodologies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue aims to explore the multifaceted challenges and opportunities within educational systems that impact inclusivity and accessibility.

Educational settings around the globe are increasingly focused on inclusivity, ensuring that all students, regardless of their individual circumstances or abilities, have access to quality education. This goal, central to global educational policies and practices, remains challenging due to various systemic, institutional and personal barriers. Understanding these barriers, alongside identifying effective strategies to overcome them, is crucial for advancing inclusive education. The importance of this research area is underscored by its potential to influence educational policy, improve pedagogical approaches and promote equitable learning environments.

This Special Issue seeks to deepen the understanding of the barriers that hinder learning and participation in educational settings, as well as the "lights" or positive interventions that promote inclusivity. By aligning with the broader journal scope of educational research and innovation, this Special Issue aims to synthesize new insights and foster discussions that can translate into actionable knowledge for educators, policymakers and researchers.

We welcome original research articles and reviews that address, but are not limited to, the following themes:

  • Systemic Barriers: Studies examining how educational policies, institutional structures and funding constraints affect inclusivity.
  • Technological Advances: Exploration of how technology can both create and remove barriers in education, including the use of assistive technologies.
  • Teacher Training and Resources: Research on the preparation and ongoing support of educators to meet the needs of diverse student populations.
  • Cultural and Socioeconomic Influences: Investigations into how cultural backgrounds and socioeconomic statuses influence educational participation and success.
  • Psychological and Social Barriers: Insights into the psychological impacts of exclusion and the social dynamics that influence educational engagement.
  • Best Practices and Interventions: Evaluations of programs and strategies that have successfully improved inclusivity in educational settings.
  • Cross-Cultural and International Perspectives: Comparative studies that highlight unique challenges and solutions in different educational systems worldwide.

We look forward to receiving your contributions that not only highlight the challenges faced in striving for an inclusive education, but also shed light on innovative solutions and best practices that can pave the way forward.

Prof. Dr. Antonio-Manuel Rodríguez-García
Dr. Juan Carlos de la Cruz-Campos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • inclusive education
  • accessibility
  • educational barriers
  • pedagogical innovation
  • assistive technology
  • educational equity
  • systemic challenges
  • cultural diversity
  • teacher training
  • policy impact

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

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Research

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21 pages, 1261 KB  
Article
Teachers’ Experiences of Behaviour Management: A Case Study in a Technical–Vocational Secondary School in Chile
by Thierry Amigo-López, Stefan Mosjos-Aguilar, Enzo B. Pescara-Vásquez, Daniela S. Jadue-Roa and Sebastián Silva-Alcaino
Educ. Sci. 2026, 16(3), 437; https://doi.org/10.3390/educsci16030437 - 13 Mar 2026
Viewed by 628
Abstract
Behaviour management represents a complex dimension of the teaching profession, especially in contexts of high social vulnerability. This instrumental case study qualitatively analysed the experiences of four teachers from a technical–professional high school in Santiago, Chile, focusing on how they construct and sustain [...] Read more.
Behaviour management represents a complex dimension of the teaching profession, especially in contexts of high social vulnerability. This instrumental case study qualitatively analysed the experiences of four teachers from a technical–professional high school in Santiago, Chile, focusing on how they construct and sustain behaviour management in everyday classroom work. Data were generated through semi-structured interviews and analysed using qualitative content analysis. Findings foreground a central tension in which reactive management predominates over preventive strategies, shaping how teachers sustain pedagogical continuity under recurrent disruption. Teachers describe this work as a reflective construction negotiated between routines and adaptation to contingencies, supported by bonds of trust with students and informal peer collaboration within an institutional structure perceived as fragmented. These insights can inform teacher education by strengthening practice-oriented preparation for behaviour management and can support the refinement of educational coexistence policies in context-sensitive ways. Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
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20 pages, 264 KB  
Article
Effectiveness of a Course in Advancing Students’ Understanding of Barriers to Learning and Participation of Underutilized Groups in Science, Technology, Engineering and Math (STEM)
by Ashley B. Heim and Michele G. Wheatly
Educ. Sci. 2025, 15(12), 1625; https://doi.org/10.3390/educsci15121625 - 3 Dec 2025
Viewed by 617
Abstract
A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, [...] Read more.
A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, open-response pre- and post-tests were designed that measured students’ understanding of barriers to learning and participation across four underutilized groups in STEM: (1) women, (2) racial minorities, (3) people with disabilities, and (4) people raised in lower socioeconomic households. Written responses on the first and last day of class were analyzed for 69 unique students in three successive cohorts (Fall 2022, 2023, and 2024) and disaggregated by student-reported demographic data. A common codebook was developed that could be broadly applied to all four underutilized groups with overarching categories of individual/self; cultural/societal; and institutional/educational/career, with codes and subcodes specific to each category. Additionally, codes distinct to each underutilized group also emerged. As intended, students on average cited more total and unique barrier codes in the post-test than in the pre-test, confirming that the course had deepened their understanding of the multifaceted challenges and opportunities within educational systems and the broader culture that impact STEM inclusivity. When exploring STEM barriers for women, women reported more unique codes in the pre-test than men, but men showed higher gains from pre- to post-test. Similarly, White and Asian students showed greater gains than racial minority students when identifying STEM barriers for racial minorities. Students without disabilities reported a doubling in unique STEM barrier codes in the post-test. In these three groups, codes related to academic and workplace discrimination were commonly cited. Students who reported being from a low socioeconomic household were limited in this study, though these individuals included more unique codes in their pre-test responses on average. Students in this group commonly cited barriers related to access to opportunity. In general, we found that STEM students acquired significant understanding of barriers to STEM participation in the four underutilized groups of focus after completing a dedicated DEIA course. Additionally, learning gains were often greater in the majority (or privileged) demographic. Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
14 pages, 880 KB  
Article
Supporting the Mental Health Needs of Neurodivergent Students: Outcomes of a Mental Health Literacy Program for Primary School Educators
by Rebecca Terlich, Govind Krishnamoorthy and Erich C. Fein
Educ. Sci. 2024, 14(10), 1069; https://doi.org/10.3390/educsci14101069 - 29 Sep 2024
Cited by 4 | Viewed by 6389
Abstract
This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled ‘Teaching and Mental Health’. Using archival data, this study aimed to identify how much teachers learned, how [...] Read more.
This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled ‘Teaching and Mental Health’. Using archival data, this study aimed to identify how much teachers learned, how confident they were about using this newly acquired knowledge, and how well the training met the teachers’ learning needs. This study also aimed to explore the relationship between knowledge and confidence, and how satisfaction indicators affected this relationship. Key ethical considerations of neurodiversity training and outcome measurement are discussed. A pre-test and post-test survey design was conducted with 99 primary school teachers from the Brisbane region in Australia. Analyses included three paired-samples t-tests, descriptive statistics, a linear regression analysis, and a mediation analysis. Significant increases of knowledge and confidence were found compared to baseline, and mean satisfaction ratings were high. Knowledge was a significant predictor of confidence, and mental health presenter ratings partially mediated this relationship. It is proposed that future delivery of the program should invest in improving presenter effectiveness. Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
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Review

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22 pages, 371 KB  
Review
Mentoring Graduate Students with Disabilities: A Qualitative Evidence Synthesis and Review
by Maura Borrego, Stephanie Cawthon, Ariel Chasen, Lily G. Alvarez, Emily Landgren, Madeline O’Grady, Desiree Lama and Soren Aldaco
Educ. Sci. 2026, 16(2), 212; https://doi.org/10.3390/educsci16020212 - 31 Jan 2026
Viewed by 667
Abstract
Graduate education is important for career and social mobility, but it is inaccessible to many students with disabilities. Prior research describes structural and societal barriers—including but not limited to ableism and discrimination—and their impact on graduate students with disabilities. This review discusses challenges [...] Read more.
Graduate education is important for career and social mobility, but it is inaccessible to many students with disabilities. Prior research describes structural and societal barriers—including but not limited to ableism and discrimination—and their impact on graduate students with disabilities. This review discusses challenges unique to graduate education such as faculty-student power differentials, unwillingness to disclose disability for fear of appearing incapable, classification of graduate students as both students and employees, and limited applicability of formal accommodations beyond organized coursework. Informed by our lived experience as disabled graduate students and faculty, we conduct a qualitative evidence synthesis of 28 articles, theses, book chapters and reports into actionable steps graduate faculty can take to mentor and support graduate students with disabilities. Using a mentoring-across-difference framework, we endorse reciprocal mentoring relationships that support trust, mutual learning, and sustained connection between mentors and mentees. Recommendations range from developing trust, questioning ableist disciplinary and graduate program norms, advocating for students and helping students develop advocacy skills, and providing scaffolding for disabled graduate students’ learning and professional development. Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
21 pages, 397 KB  
Review
Presence, Participation and Learning in Educational Inclusion: A Systematic Mapping Review of Barriers in School Contexts According to Booth and Ainscow
by Miriam Catalina González-Afonso, Carmen de los Ángeles Perdomo-López, Zeus Plasencia-Carballo, Juan Luis Cabanilla-García and David Pérez-Jorge
Educ. Sci. 2026, 16(1), 95; https://doi.org/10.3390/educsci16010095 - 8 Jan 2026
Cited by 2 | Viewed by 1993
Abstract
From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the [...] Read more.
From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers documented in recent academic literature (2000–2025) that affect these dimensions at the primary and compulsory secondary education levels, with a special focus on intersectional variables that amplify inequalities (gender, migration, disability, mental health, among others). Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
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Other

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16 pages, 359 KB  
Perspective
Who Gets to Belong in Chemistry? A Decolonization Perspective Informed by Dominant Group Theory
by Zakiya S. Wilson-Kennedy, Raeshan D. Davis and Christen D. Jones
Educ. Sci. 2026, 16(2), 238; https://doi.org/10.3390/educsci16020238 - 3 Feb 2026
Viewed by 990
Abstract
A sense of belonging in science, technology, engineering, and mathematics (STEM) education is often conceptualized primarily through social dimensions, overlooking its disciplinary and epistemological contexts. In chemistry, understanding belonging requires examining how disciplinary culture, values, and norms shape who feels included and who [...] Read more.
A sense of belonging in science, technology, engineering, and mathematics (STEM) education is often conceptualized primarily through social dimensions, overlooking its disciplinary and epistemological contexts. In chemistry, understanding belonging requires examining how disciplinary culture, values, and norms shape who feels included and who is excluded. This perspective article explores belonging in chemistry (a STEM discipline) as a multidimensional construct, emphasizing the intersections of social, cultural, and epistemic dimensions that influence students’ participation and identity development in chemistry. Through a critical synthesis of literature informed by dominant group theory and decolonization frameworks, this work interrogates how Eurocentric definitions of merit and excellence perpetuate exclusionary practices and constrain the belonging of nondominant groups. The analysis identifies key opportunities in chemistry to support the participation of all and offers asset-based considerations for transforming departmental and instructional practices. We conclude that advancing belonging in chemistry requires reexamining disciplinary norms and adopting new approaches that validate multiple ways of knowing and contributing to the chemical sciences. Full article
(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)
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