Inclusion bases are not a silver bullet for better integration of children with SEND but need a whole-school mindset to succeed, according to research.
Studies carried out by National Foundation for Educational Research (NFER) suggest that while they offer huge potential in improving the school experience for pupils, they also carry the risk of excluding pupils further from their peers.
Inclusion bases formed a major part of the government’s recent SEND reforms in the Schools White Paper, with ministers calling for more SEND pupils to be taught in mainstream settings but with specialised provision.
According a NFER study, schools benefit from having inclusion units because they boost overall capacity, and promote stronger collaboration between schools and other agencies, such as speech and language therapists and social services.
They also had a positive effect on staff expertise because strategies and techniques used in units often benefitted all pupils.
Real inclusion isn’t about a specific unit or base—it’s about a whole-school mindset
However, they can also go wrong, according to Matt Walker, the NFER’s senior research manager. Writing in Special Needs Jungle, he said that inclusion units sometimes had the effect of limiting friendships and interaction between pupils, and could result in limited collaboration between teachers and other staff members, meaning expertise was not being shared.
Inclusion units were not always able to cater for all SENDs and placed a strain on resources and staffing.
“The key message from our research is simple: inclusion bases are not a silver bullet,” Walker said. “True inclusion depends on the whole school – not just having a dedicated space.”
For inclusion units to succeed, they needed to be integrating strongly into the life of the school, required close collaboration between staff throughout the school, and sufficient funding and specialist staffing.
A whole-school commitment to inclusion was also required.
“When these elements are in place, inclusion bases could enhance what schools already do well,” Walker added. “Without them, they risk reinforcing separation rather than inclusion.
“The direction of travel is positive. More support in mainstream schools, better-trained staff, and dedicated spaces for SEND pupils are all steps forward.
“But the most important thing to remember is this: real inclusion isn’t about a specific unit or base—it’s about a whole-school mindset.
“The best schools don’t just have inclusion – they live it. With the right support, more schools can do the same.”
