THE ROLE OF SOCIAL INCLUSION POLICIES IN REDUCING EDUCATIONAL INEQUALITY: A STUDY OF PUBLIC SCHOOLS IN CANADA

Abstract

This study aims to explore the role of social inclusion policies in reducing educational inequality in Canadian public schools. Educational inequality in Canada is still influenced by family background, socioeconomic status, and membership in minority groups, which impact differences in student access and academic achievement. This study uses a qualitative case study approach, with data collection through semi-structured interviews, school policy documentation, and participant observation. Research informants consisted of principals, teachers, and educational supervisors involved in the implementation of social inclusion policies. Data analysis was conducted using thematic analysis, allowing for the identification of supporting and inhibiting factors in policy implementation and their contribution to equitable access and student academic achievement. The results show that social inclusion policies contribute significantly to reducing educational inequality, primarily through differentiated learning strategies, additional academic support, and community engagement. The effectiveness of these policies is influenced by school leadership, teacher competence, resource availability, and parental participation. This study confirms that the implementation of adaptive and contextual social inclusion policies can improve educational equity and reduce the achievement gap in public schools.