Preparing teacher trainees for inclusive practice: A randomised-controlled trial of grouping strategies in ITE

Project overview

Inclusive education is a central priority in Initial Teacher Education (ITE) in England, yet teachers can face challenges implementing inclusive teaching effectively. A key aspect of inclusive practice involves how teachers group pupils in their classrooms to meet diverse pupil needs. Systemic factors such as national policies, accountability measures, increasing pupil diversity, school-wide grouping policies, stakeholder expectations and resource constraints significantly influence classroom practice. Given the complexity of these evolving demands, there is a pressing need to examine how ITE can best prepare trainees to make dynamic, context-specific grouping decisions that consider these broader influences. Whilst inclusion is a key policy focus (DfE, 2024; Ofsted, 2024; DfE, 2021), there is limited research as to the most evidence-informed ways to develop teachers' decision-making skills regarding effective grouping for inclusive practice within the classroom.

This study compares the impact of two training approaches to support ITE trainees in making informed, contextually responsive decisions that enhance inclusion and learning: a systems thinking approach ('Beyond the Classroom') that considers broader systemic factors influencing grouping decisions such as stakeholder expectations and school accountability measures, and a skills-based approach ('Within the Classroom') focused solely on flexible grouping strategies.

The study is expected to provide valuable insights into how different training approaches prepare trainee teachers to make informed, inclusive grouping decisions, helping ITE providers design more effective training that equips new teachers to navigate complex classroom dynamics. Findings will be shared through webinars and tailored outputs for ITE programme designers, school leaders and policy makers, ensuring the research informs future training and policy development.

Research aims

• To compare two different training approaches for inclusive grouping practice in ITE
• To explore how different training approaches influence trainee teachers' decisions on student grouping, examining key mechanisms, contextual factors and implications for future training design and delivery

Methodology

• Randomised controlled trial (RCT) with a mixed-methods implementation and process evaluation
• Surveys and scenario-based assessments at baseline, endline, and follow-up as trainees become Early Career Teachers
• Analyses will measure trainees’ ability to make principled grouping decisions, and to prepare for implementation of these, as well as self-efficacy, motivation, communication skills and reflexivity around inclusive practice
• Focus groups, interviews and observations with trainees and ITE staff

Project team

• Dr Lydia Lymperis, Research Fellow, NIoT
• Dr Roisin Ellison, Research Fellow, NIoT
• Emily Beach, Head of ITE Faculty, NIoT
• Tristan Clifton, Research Assistant, NIoT
• Dr Calum Davey, Executive Director of Research and Best Practice, NIoT
• Sophie Marshall, Research Assistant, NIoT
• Pip Sanderson, Director of Teacher Development, NIoT
• Dr Ellen Turner, Head of Evaluation and Observation Research, NIoT

Project Advisory Groups [PAGs] involve independent stakeholders offering expert guidance and strategic input for the study. Members have been selected to reflect a range of expertise relevant to the project focus. If you are interested in more information on the role or formation of PAGs, or feel you have relevant expertise to participate in one in the future, please get in touch with us at [email protected].

Project Advisory Group

• Yamina Bibi, Diverse Educators
• Anna Blair, Beacon Hill Scholl
• Jo Cavanagh, Alban Teaching School Hub
• Rebecca Clare, Ofsted
• Alistair Crawford, Eden Academy Trust
• Professor Alison Fox, Open University
• Emma Hollis, National Association of School-Based Teacher Trainers
• Professor Haili Hughes EdD, Academia University of Applied Sciences and All Saints MAT
• Andrew Jordon, Northern Education Trust
• Simon Knight, Frank Wise School
• James Noble-Rogers, Universities Council for the Education of Teachers
• Dame Lesley Powell CBE, North East Learning Trust
• Professor Sam Twiselton OBE (PAG Chair), Emeritus Professor Sheffield Hallam University
• Paul Usher, Inspiration Trust
• Dominic Wilkes, Budehaven Community School

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