But what if the problem isn't where we're looking for it?
What if the difficulty lies not so much in inclusion itself, but in how it is implemented: still too often an individual process, when it should be profoundly collective?
Because inclusion isn't about "doing more" or "doing better" alone in the classroom. It's about doing things differently, with others. It's about sharing the analysis of situations, comparing perspectives, and developing solutions together. In short, it's about cooperating.
Yet, in many schools, this cooperation remains fragile. This is due to a lack of time, dedicated spaces, or simply established routines. Everyone does their best, in their own corner—and sometimes ends up carrying far more than their share. The tensions, fatigue, and feelings of powerlessness are not individual failures.
Francis JEANDRA
Working as a team can often ease the atmosphere
They are often symptoms of a collective struggling to fully exist. And yet, as soon as spaces for cooperation are established, something changes.
Situations become clearer. Responses more tailored. Adults less isolated. And, almost automatically, the atmosphere calms down. Inclusive education doesn't require heroic teachers.
It requires strong teams. Inclusion isn't an individual challenge: it's a team effort.
Francis JEANDRA
