Beyond Deficit Discourses: Inclusive Pedagogies, Neurodiversity, and Teacher Well-being in Supporting Students with ADHD

MarkMcInnes brings a unique perspective to inclusive education, shaped by an extraordinary career transition from community service to educational practice.After 25 years in policing, where he dedicated himself to supporting and protecting the community, Mark recognised an opportunity to create even greater impact by working with young people during their formative years.This realisation led him to transition into primary education, where he could intervene earlier in children's lives and help shape positive futures.Mark's passion centres on inclusive education and ensuring every child has the opportunity to reach their full potential, regardless of their abilities, backgrounds, or circumstances.He believes that education is the cornerstone of social equity and that all learners deserve access to quality, supportive learning environments where they feel valued and capable.Currently pursuing a Master of Education (Special and Inclusive) at the University of New England, Australia, Mark combines his extensive community engagement experience with evidence-based pedagogical practice.His research interests focus on inclusive frameworks, relational pedagogy, and practical strategies for embedding equity in mainstream educational settings.Mark's unique journey from policing to education enriches his understanding of systemic support, collaborative practice, and the importance of building trusting relationships to foster student success and wellbeing.