Research and practice has long established the school as a safe place for social and emotional growth for students, but also for educators. Inclusiveness is only a reality if this has a special focus in the life of a school, and academic learning is put in the framework of inclusive social learning. Analyzing social interactions in the school and making decisions on strengthening their inclusivity helps to foster the right atmosphere for that.
When thinking about non-formal education, the potential that enables social encounters, which are not possible else-wise, shall be kept in mind,. The strength of these programmes lie in the fact that they can be designed across age groups, across administrative districts or across socio-economic climates. With a diverse and changing group of educators, they could present authentic roles model at eye level better than other sectors.