The Impact of Inclusive Education on Teachers and Peers: A Case Study from an EYFS Classroom

This practitioner case study examines the impact of inclusive education on teachers and peers in an EYFS classroom (children aged 2.8–4 years). Based on first-hand classroom observation and reflection, the study focuses on a child with ADHD and the resulting challenges for classroom management, peer interactions, and teacher workload. The case study documents specific behavioural incidents, describes implemented strategies (routine reinforcement, immediate praise, task modification), and evaluates outcomes over time. Findings indicate that while inclusive education is valuable in principle, successful implementation depends heavily on adequate classroom support, smaller group ratios, and practical teacher training. Recommendations include increased in-class assistance, reduced teacher-child ratios, and greater attention to teacher wellbeing. This case study is relevant to researchers and practitioners in early childhood education, inclusive pedagogy, and special educational needs.