A vision for inclusion

Every child and young person – no matter their ability, background, or identity – should learn and thrive because of their experiences at school and preschool. Inclusion in these settings has to go further than providing access to the curriculum. It means asking ourselves what would have to be true for each child to participate and succeed in ways that are meaningful to them. It’s only inclusive if children and young people feel it, not because we say we are inclusive. It’s only inclusive if they feel respected, valued and like they belong. It’s only inclusive if we are serving their hopes, dreams and aspirations, not just narrow definitions of success.
 
So, what does inclusion look like in education today and what will it look like in the future? In South Australia, we think an inclusive public education system starts by being purpose-drive and data-informed; being “data-driven” risks losing sight of the children and young people.
 
If inclusion is judged by the child’s experience, it must be about more than a single strategy, program or initiative. Together, let us deepen our commitment to diversity and inclusion to support every child and young person to learn and thrive.

Martin Westwell is the Chief Executive of the Department for Education in South Australia with an unrelenting focus on purpose – that all children and young people should learn and achieve, thrive and prosper. He leads by focusing on helping schools and preschools make decisions that activate the expertise of educators and genuinely improve learning. Martin has a background in learning science, curriculum and assessment, and he uses this to bring clarity and purpose to a system that can often feel complex. He has helped shift South Australia towards a more strategic way of working: one that is clear about what matters, responsive to a site’s context and honest about what is and isn’t having an impact.
 
With the senior executive team, Martin has led major initiatives across the state, including in generative AI for learning, the introduction of a new generation of Technical Colleges, improving wellbeing and engagement and more thoughtful approaches to curriculum and learning. He works closely with principals and teachers in metropolitan, regional and remote areas, including the APY Lands, to make sure policy connects with everyday practice across South Australia’s diverse public education system.
 
Martin was Chief Executive of the SACE Board for 4 years and before working in government he had an academic career at Cambridge University, Oxford University and Flinders University where he retains academic status as a professor of the science of learning. Martin often bridges research with frontline practice, drawing on insights from cognitive science, organisational learning, leadership concepts and global evidence to inform local action. His work reflects a belief that public education is a cornerstone of a fair society and that when young people thrive, our society thrives.