Social and Pedagogical Support for Children With Special Educational Needs: A Systematic Review of Inclusive Practices, Instructional Strategies and Support Measures in Mainstream Schools

ABSTRACT This systematic review examines teachers' roles in delivering instructional practices and support systems that enhance learning opportunities for students with special educational needs (SEN) in inclusive classrooms. It also explores how social‐pedagogical support influences the academic progress, emotional well‐being and social participation of these learners. Using PRISMA guidelines, empirical studies published from 2014 to 2024 in major databases such as PubMed, Scopus and Web of Science were analysed. Findings show that teachers are central to inclusive education, applying strategies like scaffolding, differentiated instruction, cooperative learning and technology‐based support to promote equitable outcomes. Collaboration among educators, specialists and families further strengthens students' adjustment and peer interactions. However, challenges such as limited training, insufficient resources and high student‐teacher ratios hinder effective implementation. This review underscores the need for continued capacity building, stronger policies and supportive school cultures. It offers practical guidance to advance research, training and policy toward sustainable, impactful, inclusive education.