Inclusion Matters 2019: Children in the Digital Age

The Digital Age has brought about rapid changes to our way of life often compared in scale to the Industrial Revolution. The so-called Digital Revolution has profoundly changed how we all learn, work and play. We don't yet fully understand how these developments will influence the future for our children, but we do know that the pace of change and development is a cause of anxiety and concern.

This conference offered a time for teachers and psychologists to come together to pause and reflect on what we need to know and do to help our children survive and prosper in this new age. We brought together thinkers and educators who are engaged in research in this area, alongside providers of technological solutions to educational challenges.

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Inclusion Matters 2018: Resilience and Belonging

Belonging means thinking about the difference we can make by connecting with people in our communities. For schools, this means reaching out and embracing our diverse communities. In Manchester, we have hugely diverse communities, living alongside each other in close proximity. The diversity of our Manchester communities presents opportunities as well as challenges, and very many of our schools engage in an inclusive way with their communities to promote tolerance and understanding.

The theme for our fifth annual Inclusion Matters conference was Resilience and Belonging.

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Inclusion Matters 2016: Resilience

On Friday 25th November around 100 adults with an interest in education gathered at Gorton Monastery to consider what "Resilience" means for children and young people.

During the day we reflected upon the need to nurture our own wellbeing before we can look after others; considered the importance of enabling children to be active, curious and reflective learners; thought about the value of play and being outdoors; understanding the whole child, knowing that emotional needs must be met before learning can take place; and reminded ourselves of the necessity of developing resilience both in ourselves and in the young people we work with. 

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