SEN inclusion and pupil achievement in English schools

Peter Farrell, Alan Dyson, Filiz Polat, Graeme Hutcheson, Frances Gallannaugh

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)


This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact in a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievement of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools. E-Doku: Farrell2007SEN inclusion.pdf
Original languageEnglish
JournalJournal of Research in Special Educational Needs
Publication statusPublished - 2007


  • Inclusion
  • Pupil achievement
  • Special educational needs

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