For the purpose of this toolkit we refer to the Council of Europe definition of Social Inclusion which defines it as
“…multi-dimensional and affects various life domains: economic, political, cultural, social. The integrating processes do not act independently of one another. The successful passage of young people through the educational system provides them with crucial resources such as knowledge, skills, and attitudes for their social inclusion in other life domains. Poverty allows social disadvantages to concentrate in the affected group who might slip towards social exclusion.”
TESSIE the “Toolkit for Evaluating and Stimulating Social Inclusion in Education” is a framework and toolkit for evaluating how well mainstream schools promote social inclusion and tackle all forms of learner disadvantage.  The purpose of TESSIE is to use inspection and evaluation as a vehicle for improving the wellbeing, educational outcomes and employment prospects of all learners regardless of ability, race, gender or socio-economic and cultural status.
The toolkit includes a collection of national education inspection frameworks and tools from 2020 which evaluate how well schools address bullying and harassment, discrimination, disadvantage arising from socio-economic and cultural status and special educational needs.
The toolkit aims to
  • present inspectorates a menu of approaches for evaluating social inclusion in mainstream schools to inform their own national inspection arrangements
  • provide a self-evaluation tool for schools to identify how well their own ethos and provision secures inclusion to maximise the potential of each learner
  • stimulate national governments to further develop education policy to actively tackle disadvantage
The framework for evaluating and stimulating provision for social inclusion in mainstream education is informed by the national inspection frameworks of participating partners, the Index of Inclusion (Booth and Ainscow, 2002), The 3 Block Model of U.D.L. (Katz, 2013) and other relevant scientific literature (cf. reference section).
TESSIE supports the dialogue between the various European education partners (inspectorates, training services for schools, headmasters and teachers) in the pursuit of further quality development in evaluating and stimulating social inclusion in education.
The TESSIE framework has been co-constructed by the partners to the project and is designed to respect the autonomy of schools and inspectorates. In developing the framework, partners have consulted with different stakeholders, including learners, school staff and leaders, inspectors who are experts in inclusion as well as experts in the field of inclusion in higher education.
Although the framework is presented as a table, the order and structure of the statements are not intended to represent any notion of hierarchy in or across sections and subsections or within the criteria.   The criteria in the framework are not intended to be used as a checklist of features to be complied with, however the reader should consider that integrating processes do not act independently of one another.