Researchers and policymakers propose a job guarantee as a means of overcoming long-term unemployment and the associated risk of social exclusion. Such a programme implies that all long-term-unemployed individuals within a certain territory are offered subsidised employment in not-for-profit enterprises or the public sector. This results in heterogeneous participation because the group of long-term-unemployed people is more diverse than often assumed. Against the background of the literature on subsidised employment, this contribution presents findings from an evaluation study of a job guarantee that was implemented in a small town in Lower Austria between 2020 and 2024. The aim of this paper is to explore the changes brought about by re-employment within a job creation scheme and in particular how the scheme coped with the diversity among the participants, which is a consequence of offering employment to all long-term-unemployed individuals. Based on data from a longitudinal mixed-methods study, the contribution shows how the project was implemented, to what extent the participants benefited from it and how the form of implementation met the different needs of participants. A typology based on qualitative data captures the diversity among the participants and shows how the scheme fits different groups. Finally, we discuss the pros and cons of the inclusion of diverse participants within one project.

Many people experiencing mental ill health are trapped in cycles of worsening social exclusion. Individual Placement and Support (IPS) is being implemented to support those with mental ill health into employment. However, this intervention does not address the many challenges faced by those who are more vulnerable and is less effective for those with more severe clinical presentations. Although National Health Service (NHS) guidance suggests broader support is needed, there is little clarity over what this should look like. We discuss one model, drawing on years of experience facilitating user-led services at Lambeth Vocational Services, implementing a genuinely person-centred, trust-based approach to facilitate social inclusion.

We apply a synthesis review to revisit the concept, measurement, and operationalisation of social inclusion and exclusion in the context of comparative social policy, integrating the vast literature on the concepts, with the aim of elucidating a clearer understanding of the concepts for use by scholars and policymakers around the planet. In turn, we outline the conceptual development of the concepts, how they have been operationalised through social policy, and how they have been measured at the national and individual levels. Through our review, we identify limitations in extant conceptualisation and measurement approaches and suggest directions for refining conceptual and measurement frameworks to enhance their utility in social inclusion policy, emphasising the concepts’ multidimensional, multilevel, dynamic, and relational essence and highlighting their connection to related concepts such as social capital, social integration, and social citizenship.

Over the years, cultural and linguistic diversity in schools across Europe has significantly increased due to migration and refugee flows. In response, international organizations, such as the Council of Europe and the European Commission, advocate intercultural education as both an educational strategy and a social policy tool to foster inclusion, address inequality, and build cohesive societies. This study contributes to the intercultural education literature by addressing an underexplored area: the process of translating intercultural policies into school practices. Using Street-Level Bureaucracy theory and qualitative research in Trento, Italy, it highlights the mechanisms and challenges shaping teachers’ practices and the extent of the policy–practice gap. Furthermore, the research also contributes to the Street-Level Bureaucracy theory. It shows that teachers can act as innovators in the policy implementation process. By engaging civil society members, notably students and members of migrant communities, as co-implementers, teachers reshape policy ecosystems through participatory and bottom-up approaches.

This article examines the concept of just energy transition in the context of Africa. It explores two key imperatives: (1) social inclusion and (2) an environmental rights-based approach to promote just energy transitions within African countries. The article looks at social inclusion from the perspective of local communities that host energy infrastructures, highlighting potential injustices and negative impacts that may arise from the energy transition. It further argues that social inclusion and environmental rights-based approaches can be useful tools for achieving just energy transitions in Africa. The article also analyses strategies that underpin social inclusion and environmental rights-based approaches within the governance and legal frameworks for energy transition projects in Africa, including empowering local communities to ensure the transition aligns with their socio-economic standing. The article suggests that adopting socially inclusive and environmental rights-based imperatives are significant steps towards overcoming and addressing injustices in energy transition projects in Africa.

Notre société segmentée par l’âge offre peu de possibilités d’interactions intergénérationnelles authentiques. Cela contribue aux stéréotypes et préjugés envers les personnes de tous âges, particulièrement les adultes aînés. Pour favoriser une société plus inclusive et lutter contre l’âgisme, un changement de paradigme sociétal devient nécessaire. À partir d’une recherche basée sur la conception et l’apprentissage intergénérationnel, nous avons cherché à mieux caractériser ces apprentissages afin de développer des formations spécifiques pour les appuyer. Basé sur un questionnaire préliminaire (n=79), nous avons conçu un atelier pilote (français/anglais) avec huit adultes aînées et huit jeunes adultes au cours duquel les participants ont dû réaliser en binôme une vidéo sur TikTok. Nos résultats indiquent que l’apprentissage intergénérationnel doit se fonder sur une pédagogie active, les activités et les objectifs pédagogiques doivent être multiples pour être réalisées en binômes intergénérationnels, le format doit permettre de développer une relation de confiance et l’évaluation doit être personnelle.

This study bridges the study of social inclusion with welfare regime theory. By linking social inclusion with welfare regimes, we establish a novel analytical framework for assessing global trends and national divergences in social inclusion based on a multidimensional view of the concept. While scholars have developed typologies for social inclusion and welfare regimes independent of each other, limited insights exist on how social inclusion relates to welfare regime typologies. We develop a social inclusion index for 225 countries using principal component analysis with 10 measures of social inclusion from the United Nations’ Sustainable Development Goals Indicators Database. We then employ clustering algorithms to inductively group countries based on the index. We find six “worlds” of social inclusion based on the index and other social factors – the Low, Mid, and High Social Inclusion regimes and the Low, Mid, and High Social Exclusion regimes.

Extant literature shows that small conversations with strangers can help improve individuals’ wellbeing while reducing feelings of loneliness. Nevertheless, previous studies on talking to strangers tend to focus on young participants in controlled experimental settings, leaving a gap in understanding older adults’ experiences and their likelihood of adopting talking to strangers as part of their daily healthy ageing practices. Considering the problem of worsened social isolation and loneliness among older people during the Covid-19 pandemic, it is even more important to include them in the promotion of social inclusion through micro-conversations with strangers. To understand older adults’ attitudes and experiences of talking to strangers, this study interviewed 19 older people based on their trial of talking to strangers over a three-month period. Findings reveal that their willingness and confidence varied by age and gender, with retired individuals being more active in engaging with strangers. Time constraints and lack of self-efficacy were identified as barriers, particularly among those still working or with caregiving responsibilities. Rather than personal gains, the act of kindness towards others was emphasised as the key motive. These insights are valuable for policy makers and organisations supporting older people’s wellbeing, highlighting the potential for older individuals to serve as conversation initiators, promoting mutual kindness and wellbeing in communities.

As pressures build, this study can serve as a guidepost for scholars and policymakers to learn from global trends in social inclusion and social inclusion policy. Our systematic review of global trends in social inclusion and social inclusion policy points to the general expansion and retrenchment of social inclusion policy amid increasing social exclusion associated with trends such as globalisation and neoliberalism. In the absence of recent, detailed case descriptions of social inclusion policy at the national level, we call for a renewed scholarly focus on case studies of social inclusion policy. We also discuss the likelihood that persistent climate change, migration, ageing populations, and technological innovations are poised to dramatically influence global social inclusion and suggest that future research should seek to understand the relationship between these developments and social inclusion. As we look to the future and the growing needs of excluded populations, we aim to use this study to learn from and build on these global trends to promote the inclusion of excluded groups around the world.

Among the many social determinants of health and mental health, employment and work are getting momentum in the European political agenda. On 30–31 January 2024, a ‘High-level Conference on Mental Health and Work’ was held in Brussels on the initiative of the rotating Belgian Presidency of the European Union. It addressed the issue developing two different perspectives: (1) preventing the onset of poor mental health conditions or of physical and mental disorders linked to working conditions (primary prevention); (2) create an inclusive labour market that welcomes and supports all disadvantaged categories who are at high risk of exclusion (secondary and tertiary prevention). In the latter perspective, the Authors were involved in a session focused on ‘returning to work’ for people with mental disorders and other psychosocial disadvantages, with particular reference to Individual Placement and Support as a priority intervention already implemented in various European nations. The themes of the Brussels Conference will be further developed during the next European Union legislature, with the aim of approving in 4–5 years a binding directive for member states on Mental Health and Work, as it is considered a crucial issue for economic growth, social cohesion and overall stability of the European way of life.

The policy area addressing the climate crisis in the UK, ‘Net Zero’, will affect many aspects of people’s everyday life. Given that policy builds from where we are now, which for some (post austerity, and mid cost of living crisis) means in financial crisis, there is work to be done in enabling a socially inclusive Net Zero. In this article, we modify the Bristol Social Exclusion Matrix’s four forms of participation for social inclusion, drawing on the existing literature on the social risks of environmental policy, to articulate the risks of social exclusion in transition to Net Zero. This enables us to develop a ‘person-centred’ approach to understanding the risks of Net Zero, articulating the risks of exclusion, and who is likely to be affected by them. We conclude by outlining a framework for an inclusive transition, and commenting on the policy and research implications of our thinking.