Raising educational outcomes for students with special educational needs and disabilities: A systematic review and meta-analysis

This systematic review and meta-analysis examined randomized controlled trials and quasi-experimental design studies targeting interventions to improve educational outcomes for students with Special Educational Needs and Disabilities (SEND). It identified 467 global studies with 2,891 outcomes, and 349 studies with 1,758 outcomes were included in the meta-analysis. Outcomes included in the meta-analysis related to reading (n = 1139), writing (n = 279), maths (n = 284), science (n = 3), and general attainment (n = 53). Targeted interventions for specific SEND groups improved educational outcomes by an average of five months compared to control groups, with positive impacts on reading, maths, and writing. The setting (mainstream vs. special education) did not affect reading or writing outcomes, but mainstream students showed larger gains in maths. Intervention effects were consistent regardless of delivery method, implementor, or control group type. We discusses the impact of the findings, the research gaps, and future directions.