Creating an Inclusive School Climate in Preschools: Insights from School Principals and Teachers

Authors : Beyza Büşra Köksal, Melike Günbey

Pages : 798-827

Doi:10.19171/uefad.1667927

View : 64 | Download : 145

Publication Date : 2025-12-27

Article Type : Research Paper

Abstract :Inclusive education seeks to ensure that everyone has equal opportunities by respecting individual diversity and ensuring that no one is excluded from the educational process. Within this framework, creating a positive school climate is fundamental to the successful implementation of inclusive education. This study aims to examine the views of school principals and teachers on the inclusive school climate. Employing a basic qualitative research design, the study involved seven school principals and seven preschool teachers selected through purposive sampling. Data were collected through semi-structured interviews and were analyzed using content analysis. The findings indicate that an inclusive school climate comprises the physical environment of the school, emotional security, social development, respect for differences, a sense of belonging, and the roles of stakeholders. Additionally, it was emphasized that the physical conditions of the school should be designed to support the multifaceted development of students, that teachers should build strong bonds with students, that various activities should be organized in schools, that values education should be prioritized, that respect for differences should be modeled, and that there should be strong communication between families and the school. The collaborative fulfillment of responsibilities among school stakeholders plays a critical role in establishing an inclusive school climate. This study highlights the importance of collaboration among school principals, teachers, students, families, and other stakeholders in promoting an inclusive school environment. It is recommended that school principals evaluate and adapt school facilities, enhance effective communication, support teachers, and promote both inclusivity and student well-being. Meanwhile, teachers should actively contribute to the design of inclusive learning environments, engage in professional development, provide constructive feedback, and align spatial design with student-centered pedagogy.
Keywords : Kapsayıcı eğitim, Okul iklimi, Okul öncesi eğitim, Okul yöneticisi, Öğretmen

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