A child can be present in a classroom and still be left out of learning. Language, disability, poverty, safety, and the quality of support around a learner all shape whether a lesson becomes meaningful.
An education response begins by listening to those differences. It can mean accessible materials, a teacher with the right support, a safer route to school, or a way for a learner to continue when circumstances change.
The goal is not to make every child fit one system. It is to build learning environments that can recognise children as they are and still hold high expectations for what they can do.