Student Engagement In Inclusive Classrooms

There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data from a large scale student panel survey, I document substantial differences in engagement between students with and without special needs in regular classes. I then show that concerning academic achievement, well-being and motivation, engagement appears to be at least as important a determinant for SEN-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms.