Inclusion is most powerful when it becomes part of the culture of a school rather than a separate initiative or system. Throughout her leadership career, Suzanne Owens, former Headteacher of Rushen Primary School in the Isle of Man, has championed approaches that place relationships, belonging and high expectations at the centre of school improvement.

Restorative approaches to behaviour are increasingly recognised as an important part of building positive school culture. Throughout her leadership career, Suzanne Owens, former Headteacher at Rushen Primary School, has supported approaches centred on relationships, accountability and inclusion. By embedding consistent restorative practice across the whole school community, Rushen Primary School developed a calmer, more supportive environment where high expectations were balanced with strong professional relationships and a clear sense of belonging.

Developing pupil leadership goes beyond consultation and pupil voice. At Rushen Primary School, Suzanne Owens promoted an approach that encouraged pupils to take meaningful responsibility, contribute to decision-making and play an active role within the school community. By moving from participation to ownership, schools can strengthen confidence, belonging and engagement while building a more inclusive and collaborative culture.

Suzanne Owens, education leader and former Headteacher at Rushen Primary School, Isle of Man, explores how distributed leadership involving pupils, teachers and support staff can improve school culture and long-term outcomes.