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This study explored the use of Widgit Online (WO),Ìýa symbol-based programme, to support the inclusion and engagement of pupils with learning differences in mainstream primary classrooms. Using collaborative practitioner action research, the project investigated teachers’ use and understanding of WO in their classroom practice and examined how children with learning differences engage with and experience WO in inclusive classrooms.

Key findings include:

• Teachers value the use of symbols as visual prompts to support pupils’ understanding, communication and participation in classroom activities.

• Pupils demonstrated increased confidence, independence and willingness to participate, reflected in more positive attitudes towards school.

• Engagement in action research enabled teachers to reflect on and adapt their use of symbols, embedding them more meaningfully within their pedagogical practice.

• Challenges included selecting appropriate symbols, potential misinterpretation and the need for explicit teaching of symbols.

• Visual symbols can support inclusive practice when used intentionally as part of a broader communication-rich environment in which they complement, rather than replace, adult-led dialogue and interaction.

Implications for policy and practice include:

• School leadership and trainee teacher education should focus on ensuring teachers and teaching assistants develop a clear understanding of the purpose and pedagogical role of symbols.

• Training should extend beyond the technical use of the programme towards action research and reflective practice, to help staff understand how to apply research in response to children’s individual needs and strengths.

• Schools should allow time for staff and pupils to learn how to embed WO effectively across the curriculum, supporting more intentional use of visual supports to benefit all children rather than treating them as an add-on for specific children.

• Pupils must be taught to interpret and use symbols meaningfully. Children demonstrate diverse communication preferences, and symbol use should be accompanied by opportunities for discussion.