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Students enrolled in Queensland state schools come from diverse social, cultural, geographic and family backgrounds, are of many identities, and of all abilities.
Success and wellbeing for all children and students through each stage of learning in an inclusive education system.
Every Student Succeeding—State Schools Improvement Strategy 2022–2026 is Queensland’s plan to lift the performance of each child and student in our state schooling system.
Every student succeeding—means that every single child and student can access a world-class education.
Every student succeeding—means that our focus is on child and student needs.
Every student succeeding—means that we talk about success: success at learning and success also in terms of wellbeing.
Students experience inclusive education when they can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.
The Department of Education's
Inclusive education policy (PDF, 329KB) commits the department to continuing our journey towards a more inclusive system at policy and regional levels, and as part of our everyday practice in schools, educational settings and classrooms.
Our commitment means that children and young people across Queensland, from all social, cultural, community and family backgrounds, and of all identities and all abilities are able to:
attend their local state school or education centre and be welcomed.
access and participate in a high-quality education and fully engage in the curriculum along-side their similar-aged peers.
learn in a safe and supportive environment, free from bullying, discrimination or harassment.
achieve academically and socially with reasonable adjustments and supports tailored to meet their learning needs.
signposts for school improvement – inclusive education unpacks targeted practices to further inclusive education. The Signposts are aligned to the 9 domains from the National School Improvement Tool (NSIT) and support schools to understand where they are in their school improvement – inclusive education journey and possible next steps to maximise engagement, achievement and wellbeing outcomes for all learners.
The NSIT recognises students from priority groups as ‘Aboriginal and Torres Strait Islander students, students with disability, students who are culturally and linguistically diverse, regional and remote students and communities, students at risk of disengaging, and students facing disadvantage’. Priority groups is the term used throughout the Signposts. The Signposts adopts an appreciative inquiry approach to provide a platform for facilitated discussions and reflection on systems, artefacts, culture, practices and outcomes in schools. It can be used to promote curiosity to plan for the next steps in maximising outcomes for every student.
Inclusive education policy and support materials
Supports for students from diverse backgrounds
Students with mental health needs
Students in out-of-home care
Culturally and linguistically diverse students
Students with disability
Aboriginal and Torres Strait Islander students
Rural and remote
Gifted and talented students
Support available for schools: Principal Advisor – Inclusion
Principal Advisors – Inclusion are available in regions for schools and teachers to access the outcomes for all students. Their role is to build the confidence and capability of Queensland state school communities to ensure that every student is welcomed at their local school and provided with the same educational opportunities; and that every student has the necessary tailored supports to access, participate and engage in high quality education, free from discrimination.
If you have any questions relating to inclusive education or support provided by the Principal Advisor - Inclusion, please contact your child’s school principal or the closest
regional education office.