Abstract School attendance problems (SAPs) have received increased attention internationally in recent years; however, there are still few qualitative studies that explore attendance promotion from the perspective of young people with such experiences and who have managed to increase their attendance. This study contributes by focusing on six young people's experiences of and perspectives on pathways to increased attendance and support related to SAPs in Sweden. Qualitative interviews were conducted with young people with experiences of SAPs, and a thematic analysis was conducted. The results reveal that a combination of relational (informal) and formal support, mainly in the social and learning environment in school, but also from actors outside school, stood out as helpful in increasing their attendance. The young people emphasized that schools should listen to them, understand, offer inclusive support and hope in order to promote attendance. The results might be understood in light of recognition theory by stressing the significance of individual recognition in school in order to promote attendance and that SAPs might be understood as a way for young people to protect themselves from a lack of recognition in different spheres within the school context.

Abstract Grounded in Bandura's Social Cognitive Theory, this study examines the interrelationships among pre‐service teachers' attitudes toward inclusion, Social and Emotional Learning (SEL), and perceived teaching self‐efficacy. Specifically, it explores (a) the association between inclusion‐related attitudes and self‐efficacy, (b) the relationship of key SEL dimensions—comfort, commitment, and perceived school culture—with inclusion attitudes and self‐efficacy, and (c) the mediating role of SEL. A cross‐sectional quantitative design was employed with 311 pre‐service teachers from the University of Thessaly, Greece, who completed standardized measures assessing inclusion beliefs, SEL, and self‐efficacy. Results indicated that positive attitudes toward inclusion were significantly associated with higher self‐efficacy. Importantly, comfort with teaching SEL fully mediated this relationship. These findings highlight the need to systematically integrate SEL training into teacher education programs, as it enhances future educators' confidence in inclusive practices. Implications are discussed for teacher preparation and education policy aiming to promote equity, inclusive pedagogy, and evidence‐based strategies in diverse classrooms.

Abstract This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems Design (MSSD), document analysis and the Walt and Gilson Policy Triangle, enabled analysis across the ecological system. Findings reveal that national policies vary considerably in how inclusion is defined and operationalised. The SENCo role is consistently complex and multi‐layered, though its status, statutory recognition and professional preparation differ markedly. England and Sweden offer formalised structures, whereas Ireland and Austria lack explicit policy recognition, leading to inconsistent school‐level enactment. Across countries, rising specialist provision, diagnostic cultures and governance pressures generate contradictions that SENCos must navigate, positioning the role within a wider wicked problem of inclusive education. The paper argues that the SENCo role should be understood as a central integrative figure within educational ecosystems, rather than a sole agent of inclusion and calls for coherent alignment across system layers and sustained policy and professional investment to support inclusive schooling.

Abstract The Response to Intervention (RTI) model promotes early identification of students with academic difficulties, enabling intensive and rapid support. While most research on RTI focuses on the efficacy of the intervention, few studies explore the social validity of interventions especially in Europe. This pilot study tested, for the first time in Switzerland, the efficacy of a Tier‐2 mathematics support programme for first‐grade students and collected teacher and student perceptions through focus groups. Forty‐five students (mean age = 7.26 years) were individually assessed; 15 of them, identified as at risk, received 12–14 targeted sessions. Post‐test results showed significant progress for students who participated in the intervention. In addition, their post‐test average was no longer different from the group average, unlike in the pre‐test. Teachers and students reported high satisfaction with the programme, emphasizing its usefulness and feasibility. Suggestions for improvement were also collected. In conclusion, this research shows that targeted support can prevent school exclusion and strengthen the success of students with learning difficulties by providing them with inclusive support.

Abstract Reading for meaning is essential for academic success, yet many autistic students experience difficulties comprehending written texts. Existing models of reading comprehension are largely based on non‐autistic populations, with limited research examining their applicability to autistic learners. This study investigated whether the Direct and Indirect Effects Model of Reading (DIER) applies to autistic primary school students by examining associations between DIER component skills and reading comprehension, and by identifying predictors of comprehension outcomes. Sixty‐nine autistic students in Australian primary schools completed assessments of domain‐general cognition, word reading, listening comprehension (including foundational oral language and higher‐order cognitive skills), text reading fluency, and reading comprehension. Reading comprehension was significantly associated with multiple DIER components. Non‐verbal IQ, text reading fluency, and listening comprehension (including story comprehension, grammar, and perspective taking) together accounted for 60.1% of the variance in reading comprehension, with grammar emerging as a significant individual predictor. These findings suggest that the DIER may be applicable to autistic students, although the relative contribution of component skills may differ from patterns observed in non‐autistic populations. This study extends the DIER to a more diverse group of learners and provides insight into sources of reading comprehension difficulty to inform targeted support for autistic students.

Abstract Primary‐secondary school transitions are critical developmental periods for children and significant others, within their ecosystem, and can be an uncertain, emotionally unsettling time for all. For children with Special Educational Needs and Disabilities, and Down Syndrome (DS) in particular, this period is believed to be more difficult and require additional support. However, insights into what this support could look like are limited by the dearth of research which has explored the first‐hand experiences of children and significant others. This insight is needed for educators, policy makers and researchers to make evidence‐informed decisions into what support provision is most efficacious, feasible to deliver and suitable for children during this time. The present study addresses these gaps, taking a case study, nested approach through interviewing two children with DS, their nominated parent and teachers in primary school and secondary schools about their lived experiences of navigating primary‐secondary school transitions and how they feel this period could be improved. Transcripts were analysed using reflexive Thematic Analysis, and four main themes: Preparing for transition, Sources of support , Resources and Transition reflections, were identified across the eight interviews. This study addresses a significant gap in existing literature on primary‐secondary transitions for children with DS and makes a unique methodological contribution in triangulating data from multiple stakeholders, including the voices of children. Key recommendations are identified for: further research including the need for longitudinal research to understand the factors influencing families' decision‐making processes; educational practice such as the need to begin preparations for primary‐secondary school transitions early, taking a team‐based approach; and policy, specifically to increase funding and accessibility of appropriate external support based on our findings.

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.