Inclusion and Intervention: A Human Approach to Needs Analysis

by Philippa Wraithmell

Every student brings their own story to the classroom. One of my favourite moments in my education career was during break time at a school with over 74 nationalities. It was what we call a “hot break” here in the Middle East, so the children were indoors, happily comparing the contents of their lunch boxes, talking about spices, textures, and family recipes with genuine curiosity and kindness. That moment of honour, respect, and celebration of difference is one of the reasons I love international education so much. Our classrooms are shaped not just by curriculum, but by language, culture, identity, and lived experience.

In the Gulf and across the international school sector, this complexity is our everyday. Students might be navigating more than three home languages, shifting between education systems, or juggling responsibilities well beyond their years. And with that comes an even greater responsibility for us as educators. Over the last decade, we’ve seen incredible progress in how we support learners, particularly in how we think about accessibility and personalised pathways. We now have the tools, but more importantly, we have the awareness: equity isn’t just a checkbox, it’s the core of everything we do.

But we can’t meet learners where they are if we don’t first ask: 

• Does every child feel like they belong here?
• Do they see themselves in the learning experience we offer?

I think about this every time I step into a new school. No two schools are the same. They aren’t carbon copies, they’re dynamic communities, each with their own challenges and brilliance. If education is a house, then equity is the foundation. And when that foundation has missing bricks, those unseen learning gaps, it doesn’t matter how beautiful the exterior is. Eventually, the structure becomes fragile.

Understanding those gaps starts by recognising that every learner is starting from a different place. Their needs are shaped by stories we may never fully know. And while building trust takes time, data can help us start the journey. But we must use it wisely, and with the other puzzle pieces to make it tangible and human-centred.

A needs analysis, when done right, isn’t a spreadsheet exercise. It’s about humanising the data, making it meaningful, context-aware, and actionable. It should help us clarify what learners need and what resources we have to meet those needs. It should align with school priorities while honouring the lived realities of students.

When designed thoughtfully, these types of systemwide interventions can:

• Elevate student achievement
• Reduce behavioural referrals
• Support teacher retention and wellbeing
• Ensure accountability at every level

And at the heart of these interventions must be accessibility. It’s not a side note, it’s the core. We’re not just talking about screen readers or enlarged text (though those are important); we’re talking about flexible entry points into learning, translation tools that help multilingual learners access content with dignity, and platforms that adjust to learner pace rather than demand uniformity.

We need to be asking questions like:

• Can students rearrange their learning to suit their interests or strengths?
• Can teachers import their own content to meet emerging needs?
• Are learners empowered to activate the accessibility features that will support their success?

Because inclusion is not just about what we offer, it’s about how confident students feel in using what’s there.

Progress tracking, too, must be responsive and respectful. Sometimes it’s not just about what test we set, but when we set it. Maybe a student isn’t ready that day, or maybe the assessment format doesn’t align with their needs. Whether we’re using scheduled check-ins, integrated grading, or end-of-course evaluations, our focus should always be on formative insights that drive better support, not data for data’s sake.

Inclusion here also means being clear: clear expectations around attendance, time management, assessment conditions, and how to access support. That clarity builds trust. And when students know what’s expected, they can better advocate for themselves.

Looking ahead, we must also acknowledge the rise of alternative learning pathways. Online and hybrid schools are no longer fringe, they’re expanding access, offering flexibility, and creating new spaces for intervention and credit recovery. Summer and winter schools, too, have untapped potential. In international settings with long holidays and active extracurricular cultures, these can be transformative. But, and this is important, intervention without clear intent just becomes noise. We must design with purpose, not pressure.

Ultimately, meaningful intervention isn’t about adding more, it’s about getting it right. It’s about ensuring that the learner feels seen, that their story matters, and that we’re prepared to meet them with both compassion and clarity.

When intervention is done well, it signals to students: 

• You belong here.
• We see you.
• And we’re walking this path with you. 

Whether through targeted support, accessible content, or flexible learning models, what we’re really offering is identity, dignity, and opportunity.

In regions where diversity is the norm, not the exception, our tools and practices must go beyond inclusivity checklists. They must be deeply human. Because belonging isn’t a bonus; it’s the foundation for every learning breakthrough.

1. Belonging Starts with Understanding

Every learner’s journey is unique, shaped by language, culture, and lived experience. Needs analysis must go beyond data collection, it should humanise insights, ensuring every student feels seen, supported, and represented in their learning environment.

2. Accessibility is Non-Negotiable

Effective intervention isn’t about standardisation, it’s about flexibility. Platforms must offer tools like multi-language support, customisable content, and adaptive pacing so learners with varied needs can thrive without compromise.

3. Design Interventions with Purpose, Not Pressure

Whether through online schools, summer/winter programmes, or hybrid models, interventions must be intentional and context-aware. When rooted in empathy and clarity, they build identity, confidence, and progress, reminding students they truly belong.

About the Author

The article is written by Philippa Wraithmell, founder of EdRuption—a dynamic consultancy at the forefront of educational transformation. Passionate about positive school leadership, meaningful technology integration, and safeguarding, Philippa brings a wealth of expertise to the table. As an accomplished educator and award-winning author, Philippa’s expertise lies in integrating technology effectively into educational settings, and her passion for meaningful technology integration has empowered schools to enhance student learning experiences.