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Background Information

Across Alberta, school authorities are working to strengthen inclusive learning environments while responding to increasing complexity in classrooms. Students’ learning experiences are shaped not only by curriculum and instruction but also by social, emotional, and mental health factors that influence their ability to engage and succeed in school.

Inclusive education in Alberta reflects the principle that all students belong and can learn when appropriate supports are in place. Achieving this vision requires coordinated leadership across classrooms, schools, and school authorities. System education leaders play a key role in ensuring that structures, resources, and partnerships are aligned to support diverse learners.

These insights reinforce the importance of designing systems that intentionally support both learning and well-being. For system education leaders, this means looking beyond individual programs or initiatives and considering how policies, partnerships, and resources work together to support students across the entire learning system.

Optimum learning for all students occurs when inclusive education, student well-being, and system partnerships function as a coordinated continuum of supports.

For system education leaders, strengthening this continuum requires intentional leadership across multiple levels of the education system. It involves aligning policies, partnerships, and practices so that supports for students are coordinated, responsive, and sustainable.