School climate is the quality and character of the school environment, and it has been shown to predict student academic achievement and mental health. Peer relationships are an important component of school climate. Therefore, in order to appropriately address variables correlated to school climate, it is vital to look at strong indicators of relationships, such as peer inclusivity. Peer inclusivity is characterized by the act of accommodating all people despite differences, and it is effectively studied via implicit attitudes within a diverse population. Recently, inclusive education, aimed at allowing participants equal opportunity to contribute to discussion regardless of background, has broadened to all students rather than just students with disabilities. Our research examines the association between students’ perceptions of inclusive education (IE) and peer inclusivity (PI). The study uses archival data from 13 secondary education schools in the Midwest. Participants (N=4500) were diverse (White/Caucasian: 66.7%; Black/African-American: 14.3%; Hispanic/Latinx: 3.9%; Asian/Asian-American: 1.7%; Not Listed: 6.4%) and representative (Male: 50.6%; Female: 45.8%; Non-Binary: 0.2%). Participants completed measures of perception of PI and IE as part of an assessment of school mental health needs. Both PI and IE were each assessed through three items that participants rated on a 5-point Likert’s scale (strongly agree – strongly disagree). A statistically significant modest positive correlation was found between PI and IE (r=0.35; p<0.001), suggesting that peer inclusivity and the presence of efforts to promote inclusivity/diversity in education are related. Hence, it can be concluded that inclusive education may have a positive impact on peer inclusivity and, ultimately, peer relationships and overall school climate. This provides evidence in support of including diversity-based, anti-racist policies and education in schools in order to improve student academic achievement and mental health. Further research is needed to determine the specific components within inclusive education that influence peer inclusivity.
Author: Aidan Schacht, Biochemistry and Music Performance
Advisor: Paul Flaspohler, Psychology
Graduate Advisor: Adrianna Jones, Psychology
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