ABSTRACT
This chapter analyses the portrait of Rowan School. Rowan staff committed themselves to an arts-intensive curriculum, but they approached this by identifying particular artists and particular arts practices that suited their specific context and community. The artists, like the teaching staff, were conscious that they were significant adults in the children’s lives. Inclusion is not about changing individuals to fit society, or an institution such as a school. Inclusion means changing social practices and institutions. Wellbeing and inclusion are related concepts in the school context, particularly if people adopt a definition of inclusion that goes beyond the technical matter of admission to the institution or group and expand it to take account of some of the issues discussed. Most of the schools had school councils of some sort, but the research team noted differences in the ways these councils worked, what powers they had to bring about real change and how far children understood the work they did.
