THE INCLUSION INDEX · KALEIDOSCOPIC DATA™
Whose experience
is more positive?
An overall result can hide very different experiences. Kaleidoscopic Data looks more closely at who feels included, whose experiences are less positive and what those differences invite us to investigate.
The Inclusion Index brings together student, staff and parent/carer voices. We keep their questions and contexts visible, using selected comparisons and lived experience to help leaders ask better questions.
Identity · Experience · Voice · Social Capital · Environment
Five lenses for asking better questions
The ten themes organise the Index. These five lenses help us ask better questions and examine who people are, what happens to them, whether they are heard, the relationships they can draw on and the conditions around them.
Identity · Experience · Voice · Social Capital · Environment
Three voices, three starting points
Student voice
69.6%
feel they belong
Staff voice
75.7%
feel they belong
Parent & carer voice
55.9%
trust school to act in their child’s best interest
Look more closely at lived experience using Kaleidoscopic Data™
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The selected comparison shows a more positive experience of belonging among students reporting never having lower socioeconomic status than among those currently reporting it.
More positive: Never lower socioeconomic status
72.5% positive (494/681) · 6.5% negative (44/681).Less positive: Currently lower socioeconomic status
52.5% positive (74/141) · 19.1% negative (27/141).20.1 percentage points difference in positive responses. Remaining responses were neutral.
Ask: Who can depend on the relationships and opportunities that help students belong?
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Belonging is more positive in the selected group reporting no disability or additional needs than in the group reporting additional needs.
More positive: No disability or additional needs reported
79.0% positive (679/859) · 5.0% negative (43/859).Less positive: Additional needs reported
53.7% positive (22/41) · 22.0% negative (9/41).25.4 percentage points difference in positive responses. Remaining responses were neutral.
Ask: Which adjustments and everyday working conditions help staff feel included?
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Trust is more positive among respondents reporting no diagnosed additional needs for their child than among those reporting diagnosed needs. No diagnosis does not mean no additional needs.
More positive: Parents/carers reporting no diagnosed additional needs for their child
72.1% positive (75/104) · 14.4% negative (15/104).Less positive: Parents/carers reporting diagnosed additional needs for their child
40.0% positive (42/105) · 43.8% negative (46/105).32.1 percentage points difference in positive responses. Remaining responses were neutral.
Ask: What would make trust and follow-through more dependable for families?
Complete a short form to access the PDF. Research updates and a conversation with our team are optional.
Widen the lens
The downloadable report includes further comparisons by race, sex, socioeconomic status and mental health experience, and more Kaleidoscopic Data™ demographics, alongside parent/carer findings on responses to concerns and support during difficulty. Each comparison includes its question, response base and context.
Bring the questions into your setting
Kaleidoscope’s platform and support help schools, trusts and local authorities listen to their own communities, understand differences in experience and organise a practical response.