Bio-ecological influences of inclusion: Understanding risk for children with special educational needs and disabilities through lived experience

This paper synthesises literature on Bronfenbrenner’s bio-ecological model of child development and inclusive education, augmented by the authors’ personal and professional reflections. In doing so, it explores the perceived inclusive education experiences of children with Special Educational Needs and Disabilities (SEND) who are consistently at heightened risk of exclusion from and within educational settings. Utilising Bronfenbrenner’s bio-ecological model as a framework, the study evidences the complexity of multiple influences on children’s experiences. The paper explores the impact of individual ecology and identifies ecological risks within two themes: societal and school risks. It provides a detailed overview of the bio-ecological model and discusses international developments in inclusive education before focusing on the standards-driven education system in England as a case study. It concludes by highlighting the critical importance of interpersonal relationships in supporting inclusive practices.