Key Principles to Involve Peers in Advancing Inclusion and Belonging
Creating inclusive schools begins with meaningful relationships. When students with and without disabilities have authentic opportunities to connect, learn together, and share experiences, the result is greater belonging, understanding, and growth for everyone. Involving peers is not a side effort—it is central to building communities where all students feel valued and supported.
Estimated Time: 27 minutes
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Twelve key principles highlight how to foster peer relationships that advance inclusion and belonging and reduce isolation. Relationships are essential for learning, well-being, and active participation, yet they do not happen automatically. Inclusion grows through intentional planning, thoughtful supports, and strong collaboration among educators, families, and students. Peers have a powerful impact when they are equipped with knowledge, shared experiences, and opportunities for genuine connection. The “friendship formula” encourages educators to focus on proximity, shared interests, communication, and reflection. When implemented well, peer-based approaches benefit all students and strengthen the overall sense of community. Ultimately, advancing inclusion is a shared and ongoing effort that inspires meaningful change.
Twelve principles:
- Relationships matter
- Isolation abounds
- Inclusion is not automatic
- Our goal is belonging
- There is a friendship formula
- Our choice of supports matters
- Partner with others
- Plan carefully
- Equip peers
- Collect meaningful data
- Peers also benefit immensely
- Tell a strong story
Key Takeaways
- Relationships are the foundation of inclusion and belonging.
- Isolation is still common—schools must create intentional structures for connection.
- Peer engagement works best when it supports, not hinders, natural relationships.
- Collaboration among educators, families, and peers ensures inclusive success.
- Inclusion is achievable when schools commit to thoughtful planning and shared learning.
Featuring:
Erik Carter, Ph.D. - Executive Director, Professor and Luther Sweet Endowed Chair in Disabilities, Baylor Center for Developmental Disabilities
Erik Carter, Ph.D. is the Executive Director for the Baylor Center for Developmental Disabilities and was previously Cornelius Vanderbilt Professor of Special Education at Vanderbilt University. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, community, and congregational settings for children and adults with intellectual disability, autism, and multiple disabilities.
Prior to receiving his doctorate, Dr. Carter worked as a high school teacher and transition specialist. He has published more than 200 articles, chapters, and books in the areas of educational, transition, and community services for children and youth with disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children, the Early Career Award from the American Association for Intellectual and Developmental Disabilities, the Patricia L. Sitlington Research in Transition Award from the Division on Career Development and Transition, the Research Award from the Division on Autism and Developmental Disabilities, and the Young Professional Award from the Association of University Centers on Disabilities.