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Resourced provision is an important model for inclusive education, possibly providing the 'best of both worlds' for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced provision from the perspectives of the pupils. This smallscale study explored how children and teachers experience resourced provision and manage the daily transitions between activities and classes. A qualitative visual storyboard methodology was co-created between the researchers and school staff and used to access the views of five pupils on the autism spectrum aged 9-11 years about their everyday experiences, including transitions between special and mainstream classes; six staff members from the resource base were also interviewed. Findings highlighted the importance of friendship and peers; where and how support was provided; tensions between structured and unstructured periods; and student/school identity. The school has implemented changes to how daily transitions are supported in response to pupils' views, with positive impacts on practice. The storyboard method is a simple and adaptable approach that can enable children to share their views in research and practice.

The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters’ lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee‐background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration, equity, and ways of being human.

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