This paper presents a recent study that examined how more inclusive classroom communities might be achieved. We were particularly interested in the contributions that children's perspectives could make to this work. The Framework of Participation, as a research tool, underpinned the research both conceptually and methodologically. We drew on an understanding of inclusive practice that recognises that individual differences between all learners are to be expected and welcomed, and acknowledges the complexity of everyday classroom experiences. We undertook fourteen group discussions, involving 56 children (aged 4-10), across seven primary schools in England. The discussions focused on two related areas: 'belonging' and 'being similar and being different', and how these might matter to the children's learning. Four key themes emerged: (i) feeling comfortable and being safe; (ii) learning as the main activity; (ii) being friends and getting on together; (iii) sharing behaviours and values. We discuss the relationship between these themes and how they can be used by teachers who seek to be more inclusive. We consider the value of listening carefully to children, not only for research purposes, but also as integral to the development of children's sense belonginess in their classroom communities.

This study describes police attitudes and perceptions of health and wellbeing among police officers who work on Rape and Serious Sexual Offences (RASSO) cases. A mixed-methods approach was deployed including a cross-sectional online survey of RASSO officers and a qualitative study involving in-depth interviews in one English Police Force Area. Findings show that organisational policies have little salience. There is an entrenched culture of continuing to work despite being unwell, to provide operational support for colleagues. There is a need to develop specific strategies that reduce the stress for a team or unit-level for this cohort of police officers.

Prolonged stress leading to job-related burnout is of increasing interest in policing. Police officers involved in rape and serious sexual offences (RASSO) investigations experience heightened scrutiny alongside increased forensic demands whilst providing an accountable, victim-orientated service. The objective of the study was to examine correlates associated with burnout symptoms [emotional exhaustion (EE), depersonalization and lack of personal accomplishment (PA)]. RASSO investigators (n = 538) completed a cross-sectional online survey across five police force areas in England and Wales. Measures were screened using the Least Absolute Shrinkage and Selection Operator method, and three regression models were run against the three outcome measures. Excessive job demands encompassing workload, work–life balance and team pressures from colleagues and managers were strongly related to EE and DP. Male officers reported elevated levels of depersonalization. The learning climate was associated with all three burnout measures. The findings suggest that creating an effective learning environment for RASSO investigations and establishing effective organizational health policies to enhance team cohesion can reduce burnout. Further work is required to understand male officers’ higher levels of depersonalization.