What happens when school data can’t see inclusion? Rethinking evidence through Kaleidoscopic Data™

“Across education systems internationally, school leaders are increasingly required to use data to demonstrate improvement (Selwyn, 2019; Allen et al., 2018). Attendance, attainment, behaviour and engagement metrics shape accountability, inspection and leadership decision-making. Yet despite this growing reliance on data, persistent gaps in inclusion, belonging and wellbeing remain difficult for schools to interpret or address.”

To read more of this blog, written by Dr Nicole Ponsford, please click here.