This article presents the collected output of the longitudinalMathematics Inclusion and Equity (MInE) project. Specifically, itreports on the third and final phase of the study, in which resultsfrom phases one and two were further explored. The project wasundertaken in close collaboration with teachers in two Swedishschools. The overall purpose was to promote equity and inclusionin mathematics teaching. In phase three of the study, key conclusionswere developed into a framework that allows for the contextualisa-tion of inclusion and equity in teaching. This contextualisation wasachieved by identifying specific ethical dilemmas that arise in teach-ing and the teachers’ corresponding professional judgements onhow to act. Importantly, the prerequisites for decision-makingneeded to be understood in relation to the level at which responsi-bilities and resources lay, i.e. at the school-, classroom- or individuallevel. A key outcome of the research is a framework that enablespolicy makers, teachers, and researchers to develop inclusion andequity as interrelated, fluid, and contextual pedagogical processes byaddressing school-, classroom- and individual levels.

Changing goals in the degree ordinance for teachers: Policy enactment supporting students’ identity work? Goals related to Relationship and Sex Education (RSE) and Neuro-Psychiatric Difficulties (NPD) were added to the Swedish degree ordinance for teachers in 2021. These changes affect future teachers’ opportunities to support children’s development. Drawing on the work of Popkewitz on the fabrication of kinds of people, we explore how prerequisites, categorizations, and conditions are ascribed to children and future teachers. These fabrications are constructed through a discursive analysis of the memorandum and responses from ten referral bodies working with students’ rights in education and RSE or NPD. The analysis shows that teachers are fabricated as lacking either knowledge or courage, often in relation to the age group they are expected to teach. Children’s identities are fragmented along lines of age, gender, and functionality, and RSE is constructed as relevant only to some of these fragments. We argue that there is a need for further research into the extensive and ongoing policy processes shaping teacher education, and how they might enable or constrain future teachers’ possibilities to support all children.

In Sweden, there has been a development of continuously more and earlier mandatory assessments in schools in the last decades. One of the latest is mandatory assessment in preschool classes from 2019, with one of the purposes to identify students in need of Special Education in Mathematics (SEM students). Preschool class is a compulsory school year for 6-year-olds which precedes compulsory school. The study at hand explores how teachers create knowledge of mathematics and the SEM student during their work with this mandatory assessment. Results show that mandatory assessment might affect how teachers assess knowledge, develop their teaching, and (re)produce knowledge of the six-year-olds as knowers and of knowledge in mathematics. We join the vast amount of research that has shown that mandatory assessment is a potentially sensitive situation for students who are already unprivileged, who face obstacles in their learning or who struggle with mathematics. Awareness of processes of inclusion, exclusion and (in)equity during assessment and in the following education is central to not count (SEM) students out as competent learners with valuable knowledge.

Digital solutions are often claimed to have the potential to meet individual needs and make learning more accessible, thereby allowing schools to achieve more sustainable and inclusive learning for a diverse range of learners. However, digital tools bring both affordances and hindrances, which are intertwined with the students’ prerequisites to learn and how the educational space and learning environment are set up. Following this, dilemmas occur as digital materials are assumed to level or reduce obstacles when they, in fact, also generate new obstacles and opportunities. To design and develop these tools with the potential of supporting qualitative learning opportunities for all students, knowledge of inclusivity and digital materials both need to be taken intoaccount, two research fields that are seldom put together. This article contributes by reviewing hindrances to and opportunities for accessible learning in reading through digital materials and through the case of students with ADHD. The article introduces earlier research on the intersection of learning to read, digital materials, and students with ADHD. We thereafter suggest innovative design principles to uphold sustainable use of and learning through digital materials and elaborate on how these principles fit with ideas of inclusion and sustainable education. Consequently, the paper provides different stakeholders with the possibility to identify commonalities in working processes and to reach a joint language to discuss how digital educational tools should be designed and developed.