Classroom Contexts for Learning at Primary and Secondary School: Class Size, Groupings, Interactions and Special Education Needs

25 September 2018 3 mins read Research In Practice Education Special Educational Needs

This study looks into the experience of pupils with SEND in terms of class size, the ability mix of teaching groups, and interactions with teachers and teaching assistants.

Photographee EU/Adobe Stock

Authors Peter Blatchford and Rob Webster

Published by British Educational Research Journal, (2018)

In most countries across the world there is much debate among parents/carers, educators and policymakers regarding the best ways of educating pupils with diverse abilities and ensuring they receive a high-quality education in a mixed setting. The aspiration is for a system in which pupils with SEND are, as far as possible, educated in mainstream schools.

Despite this, educational outcomes for pupils with SEND in England are poor. Those with SEND are nine times more likely to receive a school exclusion, seven times less likely to find paid employment, twice as likely to live in poverty, four times more likely to have mental health problems, and they are likely to die at least 15 years younger.

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