A learner should not need to prove that a system has overlooked them before the system adapts. Inclusion is a planning discipline: notice barriers, involve the people who experience them, and test whether a solution works in everyday conditions.
For girls facing social or geographic restrictions, children with disabilities, displaced learners, and children in remote or low-income communities, the details matter. Timing, language, transport, device sharing, safety, and the expectations of adults can each decide whether learning is possible.
Respectful education work makes room for agency. It sees children and communities as partners in designing the conditions for learning, not as passive recipients of a finished solution.