Inclusion, gender equality, and diversity are vital aspects of modern education, shaping how students experience school life and relate to one another. This report compares two Belgian school communities—Tongeren (Flemish-speaking) and Bure (French-speaking), based on survey responses. The analysis draws on data from 116 respondents in Tongeren and 31 in Bure, focusing on students’ perceptions and awareness of inclusivity.

Flemish community (Tongeren)

Students in Tongeren rate the openness to express their identity at school at 84%, indicating a relatively safe and supportive environment. Nevertheless, 49% of students report having experienced or witnessed discrimination, highlighting persistent challenges despite modern regulations. Although 75% believe such incidents are adequately addressed by school authorities, the remaining 25% disagree, highlighting a need for further action.

Regarding gender equality, 60% of students feel that boys and girls are treated equally, while 26% explicitly disagree. This underlines a significant concern. Around 24% of students feel completely comfortable discussing gender topics, and 46% feel moderately comfortable. Awareness of physical accessibility (e.g., lifts, Bednet, flexible classroom relocation) is high. However, knowledge about support tools for learning difficulties (like Sprint) remains limited—approximately 50% of the students are unaware of these resources. Notably, many are unaware of financial aid for peers in need, indicating a communication gap around economic support.

Diversity is perceived as a more sensitive subject than gender equality. The average score for equal treatment across backgrounds is 76%, and 52% of students report never having participated in inclusivity-related activities. Students suggest encouraging open conversations and improving transparency about financial support as important steps forward.

Comparison with the French-speaking community (Bure)

The French-speaking students rate their ability to express identity at 81%, slightly lower than in Tongeren. The percentage of students who have experienced or witnessed discrimination is slightly higher at 52%, while only 65% believe such cases are properly handled, 10% lower than in Tongeren. Perceptions of gender equality are strikingly similar: 61% perceive equal treatment, reinforcing that both communities face comparable challenges. However, fewer students feel comfortable discussing gender: only 23% feel moderately or completely comfortable, which may indicate less exposure to or encouragement of such discussions.

Awareness of structural support is lower in Bure, especially regarding physical accommodations and resources for students with disabilities or learning needs. For instance, many students are unfamiliar with services like Bednet. As in Tongeren, awareness of learning tools like Sprint is low in Bure. Technology access appears equal in both communities. Moreover, students in Bure are less informed about the cultural diversity of school staff (only 10% are certain), and 74% have never participated in an inclusivity-related activity—an even higher rate than in Tongeren.

Conclusion

The survey reveals that while both communities demonstrate basic awareness of inclusion and gender equality, significant gaps persist, especially in communication, participation, and knowledge of available support. Gender equality is a shared concern, and there's a clear need for increased openness about financial and learning support. Schools are encouraged to improve transparency, promote discussions on diversity, and engage students in inclusive activities.