The role of emotional support and classroom organisation in the social inclusion of students with and without special educational needs

Self-perceived social inclusion in the classroom is associated with positive developmental outcomes, highlighting the importance of understanding factors that may shape students’ perceptions of inclusion. Drawing on the Teaching Through Interactions framework, this study explores whether Emotional Support and Classroom Organization are associated with student perceptions of social inclusion, with a particular focus on students with special educational needs (SEN). Social inclusion was assessed through student self-report, while Emotional Support and Classroom Organization were assessed through classroom observations using the Classroom Assessment Scoring System (CLASS). The study included 1,373 German-speaking Swiss primary school students, of whom 328 had SEN, from 74 inclusive classrooms in Years 3–6 ( x ¯ = 10.10, SD = 1.22). Due to missing data, the analytical sample comprised 1,173 students (69 inclusive classrooms). Structural equation modelling revealed no significant association between Emotional Support and social inclusion. Although Classroom Organization was not associated with social inclusion for students without SEN, a significant positive effect was found for students with SEN. The results highlight Classroom Organization as a potential lever for fostering social inclusion among students with SEN and provide implications for inclusive classroom practice.