Forum: Move beyond token inclusion and cultivate true empathy in schools

Many schools in Singapore allow students on the mild end of the autism spectrum to join mainstream classes – a commendable effort to promote inclusivity. However, true inclusivity demands more than mere physical presence – it requires a classroom culture of understanding, support and respect.

This requires a lot more planning and effort, which I am afraid is lacking in our system and may have led to differently abled students sometimes facing difficult environments in mainstream schools.

It is important that before any differently abled student joins a mainstream class, the peer group receives targeted lessons on what autism is, how sensory and social challenges manifest, and why kindness and patience are essential.

Early awareness-building can prevent misunderstandings and create a more welcoming environment. Our education system already instils rule-following and respect for elders.

Let’s expand this by teaching students to notice when a peer “misses” social cues or responds differently to loud sounds, and to step in with genuine compassion rather than mockery.

Role-play, guest speakers and peer-mentoring programmes can foster empathy and make these lessons stick to adulthood.

Inclusion should be a dynamic process. Regular check-ins with teachers, counsellors and students can identify any instances of teasing or isolation.

Swift intervention and restorative practices will reinforce that our schools are safe spaces for everyone.

Physical placement of differently abled students in mainstream classes is only the first step. Only by embedding awareness, compassion and active peer support can we build truly inclusive schools where every child not only belongs, but thrives.

I hope the Ministry of Education works with individual schools to look into implementing these measures as part of its ongoing inclusivity initiatives.

Devi Subhakesan