Raising Educational Achievement for Students with Special Educational Needs: Perspectives on Evidence‐Based Interventions from Educational Practitioners

ABSTRACT Research indicates that evidence‐based approaches are most effective in improving educational outcomes for children and young people with Special Educational Needs and Disabilities (SEND). However, it is not clear how educators identify and integrate research evidence to guide their intervention approaches, and the extent to which school context (e.g., setting, phase of education, and senior leadership) may influence their decision‐making. Semistructured interviews were conducted with 32 primary and secondary educational practitioners from mainstream and specialist provision schools in England. Participants were asked to reflect on the intervention strategies they use to support students with SEND, the factors influencing their selection of intervention approaches, and how they identify, evaluate, and apply evidence to inform their choices and assess effectiveness. School type and education phase impacted intervention choices, with primary and specialist schools favoring flexible approaches with short, frequent sessions. Secondary and mainstream schools, which were often more constrained by cost and resources, prioritized programs requiring minimal staff training. In terms of how practitioners engaged with research to inform their choices, findings revealed that practitioners had limited awareness of key indicators of research reliability, such as rigorous scientific methodologies like randomized controlled trials (RCTs). Instead, most participants relied on personal experience or word of mouth to inform their choices of interventions. Participants preferred designing their own interventions or using flexible, piecemeal approaches rather than manualized programs. These findings highlight current practices and suggest areas for improving SEND support. Practical implications are discussed.