How Peers Interact in Inclusive Schoolyards – Profiles of Peer Interactions and Their Correlates

• In Event: Inclusive Education Through Instructional Practices and Peer Relationships

Abstract

Effective inclusive education entails not only shared learning environments, but also equal opportunities for social participation, acceptance and belonging for all students (Booth & Ainscow, 2003). This exploratory study aims to identify distinct patterns of peer interaction among students with and without special educational needs (SEN) attending inclusive lower-secondary schools in Germany. Drawing on a representative sample of n=791 students (Grades 5–7), latent profile analyses revealed five distinct profiles of peer interaction in the schoolyard during break times. These profiles differed in terms of students’ cognitive abilities, school satisfaction and academic self-concept. The results offer valuable insights into the social dynamics of inclusive schoolyards and can inform practices for fostering equitable peer participation.

Authors

• Katja Scharenberg, Ludwig Maximilian University of Munich

• Hannah Decker, University of Education - Freiburg

• Sebastian Röhl, University of Education - Freiburg

• Wolfram Rollett, University of Oldenburg