The book "Improving Schools, Developing Inclusion" by Mel Ainscow, Tony Booth, and Alan Dyson, along with a team of researchers, addresses the challenge of creating more inclusive schools in the context of global education systems. Despite efforts to improve schools, many children and young people remain marginalized. The authors challenge existing assumptions about school improvement and propose that inclusive practices can be developed through dialogue about the deeply held beliefs of teachers and policymakers. The book provides insights into how schools can become more inclusive, focusing on the implications for school leaders, staff collaboration, evidence-based practices, critical perspectives, and relationships between schools, local authorities, and researchers. It emphasizes the importance of engaging with the complexities of school improvement and the need for a broader understanding of inclusion that goes beyond technical processes to include ethical principles and community engagement. The book is based on in-depth research from 25 schools across three local education authorities in England, offering a comprehensive analysis of the barriers to participation and learning and strategies for inclusive development within the existing policy environment.The book "Improving Schools, Developing Inclusion" by Mel Ainscow, Tony Booth, and Alan Dyson, along with a team of researchers, addresses the challenge of creating more inclusive schools in the context of global education systems. Despite efforts to improve schools, many children and young people remain marginalized. The authors challenge existing assumptions about school improvement and propose that inclusive practices can be developed through dialogue about the deeply held beliefs of teachers and policymakers. The book provides insights into how schools can become more inclusive, focusing on the implications for school leaders, staff collaboration, evidence-based practices, critical perspectives, and relationships between schools, local authorities, and researchers. It emphasizes the importance of engaging with the complexities of school improvement and the need for a broader understanding of inclusion that goes beyond technical processes to include ethical principles and community engagement. The book is based on in-depth research from 25 schools across three local education authorities in England, offering a comprehensive analysis of the barriers to participation and learning and strategies for inclusive development within the existing policy environment.