Equity, Diversity, Inclusion, Well-Being, and Belonging in Education across the Disciplines

Dear Colleagues,

Inclusive education aims to create equity in educational settings for all students and educators, regardless of the challenges they may experience. In inclusive education, pedagogy, resources, and curricula are accessible to all learners, instruction is innovative and differentiated, teachers ensure that the diverse community of learners feels welcome and valued, and the individual learners receive vital support to develop their inborn and new talents and successfully achieve their goals.

This Special Issue is an opportunity to discuss key issues and current trends in promoting inclusive education at all levels of education, regardless of disciplines and kinds of institutes.

The issue hopes to bring together a diverse audience comprising academics, teacher educators, teacher-researchers, researchers, policymakers, and materials developers, who are interested in promoting and utilizing theory, research, and practice to make education more equitable, attractive, practical, inclusive, and innovative.

The aims of this Special Issue are as follows:

• To offer a deeper understanding of diversity and inclusivity in education and the benefits and challenges they bring to the teaching-learning process.
• To create a forum for sharing current and innovative practices that promote diversity and inclusivity in education.
• To reflect on current courses of study and the extent to which they integrate the constructs of diversity and inclusivity into their curricula and suggest improvements if need be.
• To promote interdisciplinary research of particular relevance to diversity and inclusivity in education and, more specifically, to enable teacher-researchers to present their empirical findings about specific pedagogical questions they have investigated and academic researchers to not only showcase their findings but also enter into a dialogue about the implications of their studies for classroom practice.
• To enable researchers and research scholars to exchange their experiences, discuss challenges, and promote new approaches to researching diversity and inclusivity in education.

You are invited to submit original articles (quantitative analysis, both cross-sectional and longitudinal studies) and systematic reviews on equity, diversity, inclusion, well-being, and belonging in education in and across many disciplines.

    Your article may include, but is not limited to, the following topics:

• The teaching, learning, or voices of students from marginalized/minoritized groups;
• The teaching, learning, or voices of students with special educational needs;
• Students' or teachers' unique experiences, voices, strategies, and behaviors;
• Teacher experiences and reflections on enhanced support for student learning;
• Current educational policies that promote diversity, inclusivity, equity, well-being, and belonging;
• Inclusive curriculum, pedagogy, and assessment;
• Assistive technologies, accessible resources, and diverse instructional materials in ways that are not commonly addressed before;
• Critical pedagogy as connected to diversity and inclusivity;
• Parental/family engagement with schools to promote inclusion;
• Identity, gender, and equality;
• Equity in the classroom and equitable pedagogy;
• Respect for diversity and a sense of belonging in educational settings;
• Student/teacher well-being and belonging;
• Teacher beliefs, attitudes, and practices concerning diversity and inclusivity;
• Teacher education and continuing professional development with diversity and inclusivity in mind.

Dr. Dat Bao
Dr. Jennifer Yphantides
Dr. Gary Bonar
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 100 words) can be sent to the Editorial Office for announcement on this website.

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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education 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 1400 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.

• equity
• diversity
• inclusion
• well-being
• belonging
• education

Title: Giving voice to ‘underperforming and disengaged’ mathematics learners
Author: Russo
Highlights: These highlights are still to be determined, given that data collection has just commenced. Currently, it is premature to discuss emergent themes.