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August 26, 2025Mind Brain and EducationOpen Access

Raising Educational Achievement for Students with Special Educational Needs: Perspectives on Evidence‐Based Interventions from Educational Practitioners

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Interviews reveal limited research engagement among practitioners on interventions for SEND, indicating improvements needed.

Educational practitioners report varied intervention strategies for students with special educational needs, highlighting the influence of school context and resource limitations.
Among 32 educators interviewed, only some acknowledged indicators of research reliability, indicating a gap in awareness of evidence-based practices.
Intervention choices differ between school types, with primary and specialist schools favoring flexible, short sessions compared to more resource-constrained secondary schools.
Findings suggest a reliance on personal experience for intervention selection, emphasizing the need for better tools to evaluate and apply research evidence.

Antalek et al. (2025) studied this question.

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