Children’s critical reasoning about social inclusion

There is increasing interest in how children use moral reasoning and make moral judgments about social inclusion within diverse cultural settings and little known about this. A study lead by Associate Professor Laura Scholes of ILSTE and published in the British Educational Research Journal addresses this gap by examining primary school children’s critical  reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers.

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs