The article “Exploring Inclusive Practices in Primary Schools: Focusing on Children's Voices” by Adderley et al. (2014) explores how teacher behavior affects students’ feelings of inclusion in the classroom. Researchers uncovered several common themes among the children’s experiences that seemed to affect the children the most: unfairness, shouting, loneliness, and seating charts.
In terms of strengths, you might consider looking at the study’s applicability and impact, as well as its methodological approach. As Adderley et al. (2014) write,
for many of the younger children, a distinction is not actually made between inside and outside of the classroom and rather “school” is what occurs during the school day. (13)
In other words, children spend most of their time in school, so feeling included there—both inside and outside the classroom—is crucial. The researchers also mention their deliberate choice to use a qualitative research methodology intended to “collect rich data” informed by the worldview of participants (4). Consider contrasting this methodological approach with others they might have taken and noting the possible differences in results.
For weaknesses, you might consider exploring the scope of the study, like the size of the group they studied or the participant demographics. For example, they might have had different results had they examined multiple schools or even picked a larger class. They might also have taken some time to examine expectations around inclusion based on the children’s racial or cultural backgrounds. Studying classrooms in the UK versus Japan, for example, might yield a completely different set of results.