Abstract Despite decades of documented ethnic inequalities in Special Educational Needs and Disability (SEND), the well‐established role of social determinants of health and growing awareness of cultural safety and trauma‐informed practices in supporting children's mental health, their integration into England's SEND policy remains unclear. This study, co‐produced with peer researchers and community stakeholders, examined national and local SEND policy and guidelines in England across three domains: justice and equity; content related to mental health, cultural safety and trauma‐informed practice; and effective implementation. Systematic searches of national documents ( n = 129) and Local Authority websites ( n = 152) identified eligible content analysed using a co‐developed coding framework. We calculated the frequency of content meeting baseline criteria and examined patterns and implications. Findings revealed current policy does not align with aspects of equitable and effective policy. Inequalities are superficially acknowledged with little recognition of social determinants of health. Although SEND provision, particularly for mental health, sits at the crossroads of education and health/healthcare rights, this connection is rarely addressed and requirements for children's participation are inconsistently exemplified. The SEND system lacks clarity in supporting mental health, cultural safety approaches are absent, and clear direction on trauma‐informed practices is missing. Accountability mechanisms are insufficient with poorly defined roles, lack of transparency in complaints processes, inadequate monitoring of inequalities and missing enforcement mechanisms. There is an urgent need to establish a unified rights‐based vision with tangible accountability measures and explicit equity‐orientation to achieve an inclusive and equitable system.

Abstract This qualitative study investigated the acceptability and suitability of neurodiversity‐affirming psychoeducational resources for children aged 7–11 years without formal autism or attention deficit hyperactivity disorder (ADHD) diagnoses. Using a reflexive thematic analysis of semi‐structured interviews with 24 families and written feedback from seven stakeholders, the research explored perceptions of repurposed resources. One overarching theme ‘Empowering Individualised Engagement’ and six themes were developed: (1) Active Participation, (2) Harnessing Words, (3) Personal Resonance, (4) Communication, (5) Tailoring for Growth and (6) Strategies for Challenges. These were driven by the resources' engaging, co‐produced design, strengths‐based language non‐clinical terminology, and ability to foster personal resonance. The resources enabled children to develop a shared vocabulary for their needs and equipped families with practical strategies, which fostered a positive identity. This study concludes that non‐clinical, strength‐based resources can bridge service gaps for children on diagnostic waitlists or with suspected neurodivergent traits, offering a scalable inclusive model for supporting child well‐being by prioritising empowerment over deficit‐based approaches.

Abstract With this paper we present a systematic review of empirical studies published between January 2013 and December 2023 in English on the use of information and communication technology in inclusive and special educational needs school contexts. We are replicating – as far as possible – a prior review of studies conducted in German‐speaking countries (Germany, Austria and Switzerland) from 2022 to 2023 aiming to provide an international perspective on the same research question. We begin with an overview of a ‘classical’ web‐based search of existing meta‐analyses and reviews from the international context before reviewing studies systematically. We then depict in detail the research question of our own international systematic review for studies published between 2013 and 2023 in English—including the inclusion criteria and the discussion of the applied research string. For each analytical category, we compare the results of our previous research (narrowed to the European German‐speaking countries) to those of the international review. In the last step, we discuss our findings highlighting similarities and differences between German‐speaking and international research.

Abstract Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single‐case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q‐BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.

Abstract In consideration of the substantial increase in students' learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students' academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students' achievement outcomes. Consequently, the potential impact of DI on students' socio‐emotional outcomes has, up until now, received very little attention. In order to address this gap in research, the current study sought to investigate the effects of DI on students' emotional well‐being, social inclusion and academic self‐concept. Survey participants in this study included 602 lower secondary school students from 25 inclusive and regular classes in secondary schools in Mexico. Following multilevel analyses, the results have indicated that students' rating of their teachers' DI practice was not positively associated with their emotional well‐being, social inclusion and academic self‐concept. A further t‐test for dependent samples demonstrated that students perceive their teachers' DI practice to be quite seldom. Implications and further lines of research are discussed.

Abstract As the primary beneficiaries of education, diverse students' perceptions of practices on diversity and inclusion policies in higher education are crucial for understanding the progress and growth and identifying the areas that require further attention. This study reviews eleven questionnaires that capture diverse students' perceptions of diversity and inclusion‐related aspects of higher education, with the aim of assisting researchers in selecting the most relevant measure based on the purpose of their research. Most of the reviewed questionnaires demonstrated adequate reliability and validity. The Students' Perceptions of Diversity (SPD) questionnaire and the Scale of Perceptions about University Inclusion (SPUI) were identified as the most appropriate questionnaires, as they possess adequate psychometric properties and address the perceptions of students from diverse backgrounds on diversity and inclusion at the higher education level. The Inclusive Management in Tertiary Institutes Scale (IMTIS) was another psychometrically valid instrument that employed more current terminology and adequately addressed the inclusion component at the tertiary level. This paper serves as a useful resource to facilitate the appropriate choice of questionnaires that measure diverse students' perceptions of diversity and inclusion.

Abstract The UK Economic and Social Research Council (ESRC) is considering developing a longitudinal qualitative cohort study of seldom‐heard families. This paper presents findings from a scoping study of best practice in qualitative longitudinal research focused on families with a child with a chromosomal learning disability. We conducted in‐depth online interviews with twelve parents and identified their views of research participation in relation to recruitment, retention, data collection and ethics. They identified barriers to and facilitators of participation in qualitative longitudinal research for themselves and their children. Their views, analysed using template analysis, were used to co‐produce a suite of recommendations for the ESRC. All participants welcomed the proposed research and believed that amplifying the voices of families with experience of learning disability could make a tangible difference to their experience and to public understanding of disability.

Abstract This study explores how vocational education and training (VET) teachers in Sweden support students with special educational needs (SEN) during work‐based learning (WBL). Based on interviews with 15 teachers from nine upper secondary VET programmes, the analysis draws on communities of practice and Biesta's three domains of education. Findings show that VET teachers employ adaptive strategies such as breaking down tasks, offering visual aids and negotiating incremental participation to enable access to WBL. However, inclusion often remains fragile and uneven. Workplaces are rarely designed to accommodate students with SEN, leaving VET teachers to shoulder responsibility for mediation and adaptation. While WBL can provide legitimate peripheral participation, opportunities for recognition, progression and subjectification are frequently limited, especially when students are restricted to repetitive or marginal tasks. This study argues that meaningful inclusion requires systemic arrangements that balance workplace demands with broader educational purposes, enabling students with SEN to participate safely and with agency in vocational communities.

Abstract The complexity surrounding refugee education, grappling with learners' inadequate literacy skills due to interrupted schooling, the trauma of familial loss and discrimination, is indelible. Thus, teachers teaching refugee students employ diverse techniques and strategies to facilitate better learning. This study delves into the professional and teaching experiences of four novice instructors from Bangladesh, providing remote instruction to pre‐university displaced students in various camps in Bangladesh, Kenya and Jordan. Through a narrative inquiry approach, it investigates various dynamics of remote teaching that the instructors experienced in the refugee context. The thematic analysis of the instructors' logs, stories, and anecdotes showcases how tailored course contents and strategies were used to teach these students and the challenges educators faced in implementing the teaching strategies they explored in their teacher training sessions while instructing displaced students remotely. The close examination of the findings addresses valuable perspectives and insights on the broader teaching landscape of these unique circumstances, which not only help to address pedagogic implications for refugee students in their remote learning context but also add new perspectives to the teacher training programs designed for refugee education and development.

Abstract Drawing on a recent study, this paper questions the literature's dominant representation of integrated students with special educational needs and/or disabilities (SEND) as holding negative perceptions of their school climate and, by extension, being at a greater risk of poor psycho‐social adjustment. Key dimensions of school climate and their association with motivation for academic engagement were examined in a sample of 626 secondary students, of whom 100 were diagnosed as having SEND, through administering the revised ‘Inclusion Climate Scale’ (ICS) and the ‘Motivation and Engagement Scale for High School’ (MES‐HS). Comparisons between students with SEND and their typically achieving (TA) classmates were conducted in all dimensions of school climate assessed. Contrary to expectations, both groups reported positive perceptions of school climate and high levels of motivation for academic engagement. Strikingly, students with SEND expressed higher perceived ‘teacher support and care’ and ‘emotional experience’ compared to their TA peers but, in line with previous studies, lower perceptions in the ‘peer relations’ dimension of school climate. The assessed dimensions of school climate were strongly correlated with the students' reported motivation for academic engagement, thus highlighting the importance of fostering responsive learning environments which support the students' academic development and psychological well‐being.