While the theory of planned behaviour identifies subjective norms as a key determinant of behavioural intention, empirical research has been limited by narrow conceptualisations and measurement approaches. This study addresses these gaps by reconceptualising subjective norms as comprising two distinct components: normative beliefs (NB), which capture individuals’ perceptions of what significant others approve or expect, and motivation to comply (MC), which reflects the influence of others’ observable behaviours and the perceived social pressure to conform to them. Drawing on data from 597 elementary school teachers in a second-tier city on China’s southeast coast, this study develops and validates the Subjective Norms for Inclusive Education scale to assess how social referents influence teachers’ intentions to adopt inclusive practices. Results from multiple regression analyses reveal that MC significantly predicts teachers’ behavioural intentions, whereas NB does not. These findings suggest that teachers are more strongly influenced by the inclusive behaviours demonstrated by their colleagues, leaders, and other stakeholders than by their verbal expectations or beliefs. This highlights the critical role of modelling in professional learning and policy implementation, emphasising that visible, inclusive actions are more effective than abstract endorsements in promoting inclusive education.

Females with autism, and especially young females, have been underrepresented in research on students with autism. Females with autism are typically diagnosed later than are males, due in part to differences in their presentation and lack of awareness of autism in females. This means that potentially serious mental health disorders originating in preadolescence in females can go unnoticed and untreated. We addressed this gap by examining the school-related wellbeing of females with autism aged 7–14 through an anonymous online survey completed by 38 parents. Seven key themes were identified: social issues, sensory issues, change issues, bullying, lack of understanding of autism, academic issues, and issues related to food or eating. By mapping these issues against aspects of wellbeing identified in the literature, we highlight their negative impacts on social and emotional wellbeing among females as young as 7 years and conclude that greater awareness and understanding of autism among young females is needed.

Across global and Pacific contexts, inclusive education policies often struggle to move from adoption to practice, leaving a persistent gap between commitments and classroom realities. In Vanuatu, inclusive education is both a constitutional and a statutory obligation: the Constitution of the Republic of Vanuatu guarantees equal rights without discrimination, the Education Act No. 9 of 2014 mandates culturally relevant schooling, and Vanuatu 2030: The People’s Plan: National Sustainable Development Plan 2016–2030 positions inclusion as central to national progress. Building on this foundation, the Ministry of Education and Training has launched the Inclusive Education and Training (IET) Policy 2025–2030, which sets ambitious goals for equitable access, teacher development, and systemic transformation. This article applies the Kokonas Research Methodology (KRM), a Vanuatu-born Indigenous implementation framework grounded in kastom (customary knowledge) and storian (dialogue), to the IET Policy. KRM structures implementation through five stages — initiation, validation, intervention, monitoring and support, and replication — which are mapped to policy priorities to demonstrate how culturally grounded processes can guide enactment in practice. Findings highlight the national significance of KRM in strengthening legitimacy and ownership of reforms in Vanuatu, while also offering transferable lessons for other Pacific countries and contributing to wider Asia-Pacific debates on inclusive education.

In this article, we present an innovative programming and instructional practice to foster the social-emotional competence of twice-exceptional students — those who are gifted and have a learning disability. We review the benefits of bibliotherapy, provide an overview of the structure of a developmental bibliotherapy intervention, and identify potential barriers to implementation before providing a guide for teachers. Gifted students with attention-deficit/hyperactivity disorder (ADHD) may be supported to develop social-emotional wellbeing and competence through developmental bibliotherapy. Due to a gap in the research with this particular population of students, we focused on reviewing research that explored the use of bibliotherapy with gifted students specifically and the wider student population generally. This instructional practice can be utilised by counsellors, teachers, and gifted and talented coordinators to meet the unique needs of this student population in Australian primary schools. A reflection on the implementation of this guide for gifted students is shared from a practitioner’s perspective to conclude the article.

School refusal among neurodivergent students underscores systemic failures in traditional educational systems. This qualitative study, informed by the neurodiversity paradigm, examines how Flexible Learning Options (FLOs) in South Australia address drivers of disengagement, such as sensory overload, punitive discipline, and identity erasure, while fostering reengagement through autonomy, relational safety, and identity empowerment. Drawing on interviews conducted with a subsample of 18 students aged 13–19, reflexive thematic analysis resulted in the development of three themes: (1) autonomy and its limits, (2) relational safety as harm reduction, and (3) identity empowerment through neuroaffirmation. The findings reported in this paper advocate for educational models that transform flexibility from a temporary solution into a blueprint for equity, ensuring schools become spaces of support rather than harm for neurodivergent learners.

In this study, we apply a stated preference experiment and discrete choice modelling to examine Greek primary teachers’ preferences for reward and consequences strategies in supporting students with attention-deficit/hyperactivity disorder. We also investigate how these preferences differ based on teacher gender, educational attainment, and special education training. A total of 430 general and special education teachers completed 2,948 choice cards. Each card presented hypothetical scenarios combining five behavioural management attributes: verbal praise, responses to undesired behaviours, privilege removal, point-based systems, and tangible versus intangible rewards. Data were analysed using an alternative-specific conditional logit model. Verbal praise and intangible rewards (e.g., free time, token economies) received the highest preference ratings, while reprimands and privilege revocation were consistently disfavoured. Female teachers, those with postgraduate degrees, and special education trained educators assigned significantly greater utility to informational consequences and tangible rewards. Findings reveal a strong consensus among teachers in favour of positive reinforcement strategies and a reluctance to employ punitive measures. Professional development should emphasise reward-based techniques. Future research should link these stated preferences to actual classroom practices and student outcomes to assess their real-world effectiveness.