Inclusive education has become a corner stone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This paper, using English terminology and thinking, aimed to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N=95) completed questionnaires on attitudes to inclusion, classroom learning environment, support, and stress.Pupils (N=2,514) completed a questionnaire on classroom learning environment only.Teacher attitudes towards including SEN pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of 'satisfaction' and 'cohesiveness', and lower levels of 'friction', 'competitiveness' and 'difficulty' than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

HighlightsPoor sleep quality differentially impacts interoception across diagnoses.For all diagnoses, poor sleep quality was linked with poor interoceptive accuracy.For all diagnoses, poor sleep was linked with enhanced interoceptive sensibility.For depression and mixed diagnoses, poor sleep impaired metacognitive awareness.

Teacher attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes toward Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion

Anxiety disorders run in families, but we currently do little to help anxious parents to raise confident children. A brief group workshop was highly acceptable to such parents and was very inexpensive to run. Children of parents who took part in the brief intervention were 16.5% less likely to have an anxiety disorder, 1 year later, than children whose parents were in the control group. This was a feasibility study, and while it showed that both the intervention and the research were feasible, the study needs replicating with a much larger sample. Many parents faced barriers to attending the workshop, and future efforts should focus on widening accessibility. We were unable to obtain sufficient self-report data from children, so the outcomes are based on parent report only.