An Examination of the Professional Learning Needs of SENCOs as Strategic Leaders in Primary Schools in Ireland

This study aims to explore the professional learning and development needs of Special Educational Needs Coordinators (SENCOs) as strategic leaders in primary schools in Ireland. With the SENCO role lacking formal recognition in Irish policy, this research is important to identify the support structures necessary to enhance their effectiveness in leading inclusive education. Employing a mixed-methods sequential explanatory design, theoretically framed by Bronfenbrenner’s Ecological Systems Theory and Wenger’s Community of Practice model, the study first surveyed 371 SENCOs to assess their professional learning experiences and needs. This was followed by semi-structured interviews with nine school leaders, including SENCOs, SENCO principals, and principals, to gather in-depth insights into the role’s dynamics. The Department of Education’s school database was used to contact participants. Data analysis utilised descriptive statistics for the survey and reflexive thematic analysis for the interview data. Key findings indicate a significant demand for formal SENCO-specific professional learning programmes, with a focus on leadership, evidence-informed practices, and community engagement. The study concludes that professional learning for SENCOs should be structured around transformative social learning models and should include postgraduate courses and communities of practice. The research calls for policy development to formally recognise the SENCO role, and provide a coherent framework for their professional learning and development to ensure inclusive educational practices are effectively led and implemented in Irish schools.