A qualitative systematic literature review of the impact of school‐based experiences on wellbeing: The views of young people with special educational needs and disabilities in mainstream secondary schools

Abstract

The objective of this systematic literature review was to synthesise qualitative research exploring how young people with a range of special educational needs and disabilities (SEND) experience mainstream secondary education and how these experiences shape their wellbeing. Searches were conducted in August 2022 and re‐run in February 2024. Of the 7893 studies identified, 36 met the inclusion criteria. The data were synthesised through qualitative meta‐aggregation, an integrative method of synthesis that emphasises the presentation of synthesised findings to inform policy and practice. Four synthesised findings were developed, highlighting aspects of mainstream secondary education that are important for the wellbeing of young people with SEND: (1) peer relationships and social contexts, (2) within classroom experiences, (3) the school environment and SEND support and (4) experiences of academic pressure and examinations. By identifying patterns across young people's experiences, this review provides practical, evidence‐informed recommendations to support the development of more inclusive educational policy and practice. The findings highlight the importance of fostering supportive peer and teacher relationships, creating responsive learning environments, ensuring wellbeing is prioritised alongside academic attainment and providing meaningful opportunities for young people to have their voices heard and to participate in the decision‐making of their learning and support.

Rationale for this study: The voices of young people with SEND, and their perspectives on how mainstream secondary education shapes wellbeing, remain underrepresented in research and policy development.

Why the new findings matter: The findings of this review provide insight into how everyday school experiences shape wellbeing and foreground young people's voices in evidence‐informed recommendations for inclusive policy and practice.

Implications for educational researchers and policy makers: For practitioners, the findings emphasise the importance of fostering supportive peer and teacher relationships, creating calm and accessible learning environments, and co‐producing individualised SEND support. For policymakers, the review highlights the need to adequately resource inclusive practice, strengthen SEND training for school staff, and embed wellbeing alongside attainment in accountability frameworks. For researchers, the findings identify key gaps in the representation of primary need and geographical context and reinforce the importance of co‐produced qualitative research that prioritises the voices of young people with SEND.