Children, society benefit from inclusive education

Next week, children across China will return to school. They will be packing their bags, putting on new uniforms and looking forward to seeing their friends and teachers again. It is a moment that reflects the importance that families and communities across China place on education and the opportunities it creates for every child. It is also an opportunity to reflect on how schools can become even more welcoming and supportive for children with different learning and developmental needs, including children with disabilities.

Around the world, nearly 240 million children live with disabilities. In China, there are at least 5 million. They are part of our families, schools, communities and workplaces. Like all children, they have hopes for the future, talents to develop and valuable contributions to make to society.

Inclusive education is one of the most effective ways to ensure that every child has the opportunity to learn, participate and thrive. It means children learning together in the same schools and classrooms while receiving the support they need to succeed. It recognizes that children learn in different ways and that education systems work best when they respond to the diverse needs of all learners.

Importantly, inclusive education benefits not only children with disabilities, but also strengthens the learning environment for everyone. When children learn alongside classmates with different backgrounds, abilities and experiences, they develop empathy, respect and collaboration skills that will serve them throughout their lives. Inclusive schools help create more inclusive societies.

Globally, UNICEF's experience shows that successful inclusive education requires action at multiple levels. Schools need teachers who are equipped with inclusive teaching approaches, accessible learning materials and supportive learning environments.

Families need confidence that their children will be welcomed and supported. Communities need greater understanding of the benefits of inclusion. And education systems need policies, resources and data that help ensure every child can participate and learn.

China has already made important progress in expanding educational opportunities for children with disabilities. Continued investments in education, combined with policies and programs supporting children with diverse learning needs, have helped more children access learning opportunities closer to their communities. The next opportunity is to build on this progress by ensuring that even more schools are equipped to support all learners and that children receive the individualized support they need to participate meaningfully in school life.

This matters because inclusive education is not only about what happens in the classroom today. It is also about preparing children for the future. Global evidence shows that children with disabilities are more likely to flourish when they grow up in supportive family and community environments and learn alongside their peers. Inclusive education helps children develop confidence, social connections and skills that support participation in society and the workforce later in life.

It also contributes to broader social and economic goals. As China continues to advance high-quality development and create greater opportunities for people with disabilities, ensuring that children can participate fully in education from an early age will help lay the foundations for lifelong learning, employment and meaningful inclusion.

To support this goal, UNICEF and the Chinese Ministry of Education are working together to strengthen inclusive education in around 2,000 schools and kindergartens across China. In these schools, teachers are being better equipped to respond to diverse learning needs, learning environments are becoming more accessible and supportive, and children are learning together in ways that help every student succeed.

Earlier this year, UNICEF visited Jitian Primary School in Tianfu New Area, Chengdu, Sichuan province, where we met children with disabilities and their families. One of them was 10-year-old Manman. Her mother, Chen Lili, described enrolling Manman in a mainstream school as "the best decision I ever made".

"By the end of first grade, I could already feel a remarkable change in Manman," Lili told us. "Now she smiles much more. She's able to express herself more confidently. Her every little growth is a wonderful surprise for me. I'm truly happy."

Stories like Manman's remind us that inclusion is ultimately about children, families and opportunities. When barriers are reduced and support is available, children can participate more fully, build friendships and realize their potential.

To help bring these opportunities to more children, UNICEF is also working with partners through the public advocacy campaign "Childhood, Without Barriers". The campaign seeks to increase understanding of children with disabilities, promote more inclusive attitudes and encourage practical action by schools, families and communities. It also supports efforts to strengthen inclusive education systems, improve data and evidence, and expand access to quality services for children with disabilities.

Lasting progress requires both strong systems and supportive social attitudes. Policies, investments and professional expertise all matter. So does our willingness to recognize the strengths and potential of every child.

Children with disabilities do not want a different future from other children. They want what all children want: opportunities to learn, develop their talents, build friendships and pursue their dreams.

As a new school year begins, let us continue working together to create learning environments where every child feels valued, supported and able to participate. By investing in inclusive education, we are not only supporting children with disabilities. We are helping build stronger schools, stronger communities and a more inclusive society that benefits everyone.

When every child belongs, every child can thrive. And when every child can thrive, society as a whole moves forward.

The author is UNICEF representative to China.

The views don't necessarily reflect those of China Daily.

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