Inclusion in practice: Supporting engagement, behaviour and neurodiversity in FE – An AoC masterclass series

As inclusion becomes a central priority within the Ofsted framework, colleges are being challenged not only to understand diverse learner needs, but to embed inclusive practice consistently across teaching, learning and support. This practical masterclass series is designed to help teaching and support staff move beyond awareness and into confident, day-to-day practice that supports all learners to engage, participate and succeed.

Through a series of interactive, evidence-informed sessions, delegates will explore how to build a sense of belonging, respond effectively to behaviour, understand and support neurodiversity, and navigate challenging conversations with confidence. Grounded in real FE contexts, each masterclass provides practical strategies and tools that can be applied immediately within the classroom and across the wider organisation, helping to reduce barriers and create inclusive learning environments where every learner can thrive. 

Session Overviews

Session one: Belonging, motivation and engagement in FE, Tuesday 3 November 2026 (3:30pm - 5:00pm) 

Facilitator: Claire Callow 

Learners are more likely to participate, persevere and succeed when they feel that they belong. This engaging masterclass explores how relationships, identity, classroom culture and teaching approaches influence motivation and engagement in post-16 settings. Drawing on research into resilience, growth mindset and inclusive teaching, delegates will examine practical strategies for building learner confidence, reducing fear of failure and creating psychologically safe learning environments where all learners feel valued, capable and motivated to succeed. 

Session two: Understanding and embracing neurodiversity in teaching, Wednesday 18 November 2026 (3:30pm - 5:00pm) 

Facilitator: Dr. Louise Karwowski

As awareness of neurodiversity grows across education, many educators are seeking practical ways to create learning environments where all students can thrive. This interactive masterclass explores how neurodifferent learners may experience teaching, learning, participation, and assessment differently, and what this means for everyday teaching practice.

Drawing on current research, lived experiences, and classroom examples, participants will explore how looking beyond behaviour and assumptions can help educators better recognise hidden needs, learner strengths, how to reduce barriers to engagement, and foster belonging. The session will provide practical, evidence-informed strategies to support communication, participation, engagement, and inclusive classroom practice, helping educators build confidence in responding to diverse learner needs. 

Session three: Behaviour as communication: Trauma-informed approaches in FE, Tuesday 15 December 2026 (3:30pm - 5:00pm) 

Facilitator: Claire Callow 

Learner behaviour is often the visible symptom of something deeper. This practical masterclass explores behaviour through the lens of adolescent development, emotional regulation and trauma-informed practice, helping practitioners understand what may sit behind challenging, withdrawn or disruptive behaviour. Delegates will examine behaviour as communication, explore evidence-informed approaches to de-escalation and relationship-building, and develop practical strategies for responding calmly and effectively while maintaining high expectations, inclusion and learner success. 

Session four: Managing difficult conversations with parents and carers in FE, Wednesday 13 January 2026 (3:30pm - 5:00pm) 

Facilitator: Claire Callow 

Difficult conversations with parents and carers are an inevitable part of working in education, but they don't have to become confrontational. This practical masterclass explores how to manage challenging discussions with confidence, empathy and professionalism. Using Stone, Patton and Heen's (2010) Three Conversations model alongside evidence-informed communication strategies, delegates will learn how to prepare for difficult conversations, reduce defensiveness, respond to challenge and maintain positive relationships while keeping the focus on learner success. 

Session five: Neurodiversity beyond labels: Designing neuro-inclusive learning, Wednesday 27 January 2026 (3:30pm - 5:00pm) 

Facilitator: Dr. Louise Karwowski

Creating genuinely inclusive learning environments requires more than awareness, it requires intentional design. This masterclass explores how teaching, assessment, curriculum design, and learning environments can be shaped to better support cognitive diversity from the outset.

Using a human-centred approach, participants will examine common and unintentional barriers within learning design and explore practical strategies for creating more accessible, flexible, and inclusive educational experiences. The session focuses on reducing unnecessary cognitive load, improving clarity, and applying inclusive design principles that benefit all learners. Participants will leave with practical tools for reviewing and redesigning aspects of their teaching, assessment, and curriculum to create learning environments that work for a wider range of students.