Perceptions of policy and provision for pupils with SEND: qualitative evidence synthesis comparing nine jurisdictions

Over the past three decades there has been an increase in international efforts in developing inclusive systems enabling equitable education opportunities for all, including pupils with Special Educational Needs and Disabilities (SEND). However, these goals may be operationalised through differing policy mechanisms across different countries, and implementation often depends on local contexts. This systematic review examines the perspectives and experiences of educational practitioners, pupils with SEND and their families across nine jurisdictions (the 4 UK nations, Republic of Ireland, Flanders (Belgium), Finland, Australia, and Switzerland) to identify which elements of provision are experienced as effective and where persistent barriers remain. A synthesis of qualitative data reveals that although these jurisdictions have distinct policies governing the provision of SEND, there are a number of shared perceived barriers to its efficacy including difficulty in accessing support services, inconsistency in provision, an underprepared workforce, and poor-quality relationships within schools. However, findings also highlight policy components which serve as enablers of effective provision. These included embedded assessment practices, consistent coordination between families, schools, and the health and social care sectors, embedded training opportunities from experts, and positive respectful relationships within schools. Policymakers should address these systemic barriers by leveraging these components of effective practice.