This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children's views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children's interpersonal relationships -with teachers and with each other -and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.

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Purpose -The purpose of this paper is to highlight the significance of student-led initiatives in PhD development. Design/methodology/approach -A case study is presented utilizing Kolb's model of learning from experience to identify with student-led research training within the PhD process. Findings -The experiential role of the student in the development of their personal doctoral training and the resultant social interactions thereof, remain as important as the more structured supervisor-student relationship and other forms of doctoral training within the PhD research process. Originality/value -This paper contributes new insights into the process of how PhD students can become more empowered by the process of "doing" a PhD, rather than being confined to their own specific discipline, whilst offering future recommendations for students embarking upon PhD research.

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