ABSTRACT
This chapter offers a more nuanced understanding of the complex phenomena of educational achievement and inclusion, and the relationship between them, as experienced by students and staff in schools in the context of contemporary debates and concerns, by working across a number of case studies. High levels of inclusion, in terms of a school's enrolment of a diverse student population, can be compatible with high levels of student's achievements as measured by a school's overall progress in national standardised tests. Different schools use different approaches to support inclusion and achievement so as to respond creatively to the circumstances and needs of their students. All teaching and learning takes place within the context of human relationships, shaped by a school's culture and the values and beliefs of its members. Relationships - among students, among staff and between staff and students - are at the heart of understanding and developing policies and practices which support inclusion and achievement.
