Conference “All Inclusive” 2025
The OEJQS brings together practitioners, researchers, and policymakers to present two new reports on school inclusion
On 23 October, the National Observatory for Childhood, Youth and School Quality (OEJQS) held its annual “All Inclusive” conference at the Forum Geesseknäppchen in Luxembourg – an event dedicated to dialogue and reflection on practices and conditions that enable successful inclusion within the education system.
After the official opening by Mr. Claude Meisch, Minister of Education, Children and Youth, experts from research, practice, and politics shared their perspectives on a central question:
“How can inclusion be successfully implemented in an increasingly complex school environment?”
You can view the presentations from the day here:
Click here to view the full programme of the day
The event created a dynamic space for reflection and exchange, combining personal testimonies, project presentations, information stands, and thematic discussions. It brought together key stakeholders in inclusive education as well as anyone interested in the topic. On this occasion, the OEJQS presented two new thematic reports focusing on school inclusion in Luxembourg:
- The situation of pupils with special educational needs in inclusive education in Luxembourg (Part B)
This publication continues the work initiated in Part A, released in 2023. It analyses the factors influencing the effective implementation of inclusion projects and identifies conditions that support successful practice. The report highlights the importance of a positive relational climate, structured collaboration among professionals, and ongoing professional development, while also pointing out challenges such as limited resources and the increasing complexity of student profiles.
This report focuses on children and young people with specific socio-emotional needs. It sheds light on the pedagogical and organisational approaches that promote their sustainable inclusion. The findings underline the effectiveness of preventive, multi-level interventions that combine universal, selective, and targeted measures, and emphasise the key role of collaboration between educational and support actors.
Together, these two publications present current data and recommendations that illuminate key challenges of school inclusion in Luxembourg and contribute to ongoing professional and public debate on inclusive education.
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