It can be easy for some well-behaved primary-school students, who cause no issues, to go unseen, according to Danielle Egonu-Obanye, an assistant headteacher and inclusion manager at a primary school in east London. In this blog post, she writes about the need to address the problem of the "invisible child" by working to bolster inclusion and get to know all students. Some suggestions, she writes, are to have shared learning experiences that include all students and make small gestures to interact with students, such as recommending a book.

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