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<p>Education is widely regarded as a&#xa0;driver of social mobility, yet persistent structural barriers continue to hinder full participation, particularly for marginalized students. This article proposes a&#xa0;multi-level model of educational participation that integrates structural, relational, and psychological dimensions. Drawing on recent empirical studies, it demonstrates how teacher expectations, peer dynamics, and institutional logics interact to shape inclusion and exclusion in schools. The model highlights how implicit bias, school culture, and curricular design either reinforce or dismantle systemic barriers to participation. By synthesizing insights from educational research, the article identifies evidence-based strategies—such as stereotype-awareness training, inclusive pedagogy, and network-based support—that can foster sustainable inclusion. The model serves both as an analytical tool and as a&#xa0;framework for practice-oriented reform.</p>

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Rethinking social participation in education: a multi-level framework for inclusive school development

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月8日

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  • Nina Kolleck

摘要

Education is widely regarded as a driver of social mobility, yet persistent structural barriers continue to hinder full participation, particularly for marginalized students. This article proposes a multi-level model of educational participation that integrates structural, relational, and psychological dimensions. Drawing on recent empirical studies, it demonstrates how teacher expectations, peer dynamics, and institutional logics interact to shape inclusion and exclusion in schools. The model highlights how implicit bias, school culture, and curricular design either reinforce or dismantle systemic barriers to participation. By synthesizing insights from educational research, the article identifies evidence-based strategies—such as stereotype-awareness training, inclusive pedagogy, and network-based support—that can foster sustainable inclusion. The model serves both as an analytical tool and as a framework for practice-oriented reform.