The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research.

中文翻译：

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促进教育环境中的社会融合：挑战与机遇

本文的目的是对学校中社会包容和融合的障碍进行批判性分析，并提出包容性的教育实践，以帮助联系和团结多样化的学生。多样性被广泛定义为指学生之间的一系列差异（即总体异质性）。我们回顾了理论框架，这些理论框架有助于根据种族，性取向，体重等因素来解释导致学生被排斥（即，同伴受害，拒绝，无情）的群体动态和背景条件。我们认为，为了促进包容（同伴的接纳，跨群体的友谊），教育者和学校管理者需要意识到群体和人际关系的动态。他们还必须理解一些常见的学校惯例如何突出差异并以进一步促进分裂和强化负面定型观念的方式隔离学生。我们建议采取积极的校本实践，作为“内置”预防措施，以增加社会包容性。此外，还审查了相关的干预方法。最后，我们讨论了教师的教育和专业发展，并为以后的研究提出了建议。