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This paper considers how the longstanding liberal principle of freedom of religion in education in England was recontextualised within a marketised system of school choice. First, the potential conflict between the right to freedom of belief and to education is outlined. The notion of neoliberal legalism is explored, first in identifying and defining neoliberalism as a model of regulation by market forces, then in outlining 'neoliberal legality', as the manifestation of this approach in law. Next, the paper presents a narrative account of the development in England of the principle of religious freedom in education up to the Education Act 1944. The neoliberal turn is considered, in the 1988 Education Reform Act and subsequent legislation, showing how while the provision remains, religion is effectively one marker of school choice and strategic school selection, rather than purely a fundamental personal freedom. This is discussed in relation to neoliberal recontexualisation of existing law, and the neoliberal governance of religions. [ABSTRACT FROM AUTHOR]

This study investigates how attitudes toward inclusion and inclusion-related self-efficacy of teachers working in inclusive schools may influence the well-being of students. Teachers and students from 26 schools participated in the study, completing an online survey (teachers) and pen-and-paper questionnaires (students, teachers). Cross-sectional analyses showed positive effects of attitude on the well-being in students. Longitudinal analyses showed no predictive validity of attitude when controlling for previous well-being. Testing the potential interaction between attitude and self-efficacy revealed significant moderating effects on the prediction of well-being. Findings indicate that positive attitudes toward inclusion may be beneficial for students' well-being. [ABSTRACT FROM AUTHOR]