The class teacher as a key architect of an inclusive classroom community: an often overlooked role

A study published in Frontiers in Education highlights the critical, yet often underappreciated, role of class teachers in fostering inclusive classroom communities, particularly within continental European educational traditions. Research combining a large-scale survey and qualitative methods with Slovenian educators indicates that class teachers prioritize relational aspects, such as building trust and addressing socioemotional needs, over other duties.

Why it matters

Understanding the core functions and self-perception of class teachers is crucial for optimizing educational frameworks and addressing teacher retention and development. Acknowledging their primary focus on relational and socioemotional support can inform strategic decisions regarding professional development, resource allocation, and policy formulation to enhance inclusive educational environments.

Key insights

• The class teacher's role in cultivating inclusive classroom communities is significant but often under-researched, particularly in continental European contexts.
• Class teachers predominantly perceive their function in relational terms, focusing on fostering trust, supporting students, and addressing socioemotional needs.
• The study utilized a mixed-methods approach, including a survey of 637 Slovenian primary and secondary teachers and focus groups, to gather data on teacher perceptions.
• The increasing complexity of educational work and a global teacher shortage underscore the relevance of understanding differentiated teacher roles.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1885467