This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school. The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learner's needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices. The key areas covered by the indicators include: a whole school approach to developing inclusive systems teacher and school leadership quality promotion of system integration of policy and practice a multidisciplinary focus on health and welfare promoting parental involvement and family support and meeting the needs of particularly vulnerable individuals and groups The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education. This tool is part of a wider Report on Structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators. Authors:Paul Downes, Institute of Education, Dublin City University Erna Nairz-Wirth, Vienna University of Economics and Business Viktorija Rusinaitė, PPMI

The TESSIE Toolkit is both a framework and a collection of national and regional inspection tools and evaluation approaches, created by a project consortium of seven partners.

The ‘Learning to Be’ project was based on the premise that assessing learning in contemporary European schools should go beyond grading students’ academic performance and should include practices for observing young people’s personal growth, social skills, attitudes and other general competences.

The EU CONVINCE project (January 2018–January 2020) provided teachers, other education staff, school leaders and the education institution community as a whole with tools and methods to deliver inclusive quality education to all and better deal with citizenship-related issues in the classroom and in extra-curricular activities.

The report published by European Trade Union Committee for Education (ETUCE) addresses policy and research on the effective integration of migrant and refugee children in education.

The ‘Linzer Diagnosebogen zur Klassenführung’ (LDK) is a research-based questionnaire assessing classroom leadership as a broad concept, including teacher actions to foster social relationships, control pupils’ behaviour efficiently and provide quality teaching. In addition, the LDK addresses prerequisites for teachers’ actions (e.g. teacher motivation) and their outcomes (e.g. pupil learning).

The book ‘Assessing Competences for Democratic Culture: Principles, methods, examples’ was produced by the Council of Europe for use by education practitioners and policy makers to assist them in making decisions in this area.

The overall aim of the BOOST project is to promote mental health and well-being in young people through the development of an innovative approach.