In the context of humanity, inclusion is a way of connecting individuals in society. Humanity is not a given; we need to strengthen an inclusive mindset. Upbringing and education have many tasks, one of which is precisely to move towards the good, to strive for authentic connections in society, to develop empathy and belonging. Poetopedagogy, the use of poetry in education, has considerable potential for promoting inclusivity in schools. This paper therefore shows how it is possible to work with a tool to enhance an inclusive mindset, and what possibilities poetry education offers.

The research conducted could be classified as one of the studies that examine which specific didactic and methodological materials of poetopedagogy (poetry in education) teachers consider most effective for the development of empathy, social skills and inclusive mindset of students and why. They also identify barriers and challenges in working with these tools. The presented research is a follow-up to the survey Attitudes of Primary Education Teachers to the Teaching of Poetry and via Poetry in the Czech Republic, which resulted in the creation of an idea book - didactic and methodological material for primary school teachers. The mentioned material was tested in practice, to find out what works and what does not work from the teacher's point of view when introducing didactic and methodological materials of poetopedagogy into teaching, in particular: what tools of poetopedagogy teachers consider most effective for the development of empathy, social skills and humanity in pupils and what are the main barriers and challenges teachers face when working with didactic and methodological materials of poetopedagogy. The investigation was qualitative, which allowed for a deeper understanding of how teachers perceive the effectiveness of poetopedagogy tools. It was conducted through semi-structured interviews with 13 teachers from the 1st grade primary schools in the Czech Republic who have repeated experience with the use of poetopedagogy and who continue to want to include elements of poetopedagogy in education. The results of the survey showed that teachers who perceive the importance of poetry in education welcome the supporting material. They agree, however, that they still need to be shown further possibilities of poetopedagogy, even though they themselves can already reflect its partial meanings. Teachers appreciate the positive effects of poetopedagogy on the development of empathy and social skills in pupils, breaking down prejudices and strengthening belonging in the group. At the same time, they identify challenges such as differentiation of methods and individualisation of the choice of texts and activities. Research shows the potential and risks of poetopedagogy for promoting inclusive education. The paper may inspire developers of teaching materials to better adapt them to the needs of teachers and facilitate the implementation of poetopedagogy in the classroom, which can serve to develop the humanity and social skills of teachers and students.

Keywords: Poetopedagogy, inclusion, primary school, education, poetry.