This small-scale study explores how English primary and secondary schools within a single Multi-Academy Trust (MAT) in the West Midlands interpret and apply the principles of Universal Design for Learning (UDL). Adopting a qualitative, interpretivist approach, data were gathered through semi-structured interviews with two education professionals, a Director of the MAT and a Special Educational Needs Coordinator (SENCO), alongside document analysis from seven schools in the Trust. Using Reflexive Thematic Analysis, six themes emerged: sensory-friendly environments, inclusive teaching practices, professional training, leadership and whole-school ethos, emotional inclusion, and enactment challenges. Findings reveal increasing awareness of neurodiversity and UDL-aligned adaptations such as flexible learning tools, structured routines, sensory supports, and peer mentoring. However, persistent inconsistencies in leadership, training, and funding continue to impede systemic inclusion (Carrington et al., 2024; Donath et al., 2023; Liasidou, 2012). The study concludes that embedding UDL principles requires sustained professional development, collaborative leadership, and proactive design strategies to translate inclusive policy into everyday practice and create equitable, accessible learning environments for all learners.
Nehemiah et al. (Wed,) studied this question.