• When and how should targeted and specialist support – including SENCOs, other specialist professionals, specialist units and special schools – be employed [in education]? What is/should be the role of in-school support units in supporting children and inclusive education?

Background

Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; school belonging and engagement; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)

Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest

Next steps

Get in touch with research.engagement@education.gov.uk

Related UKRI funded projects

Similar ARIs from other organisations

Effective approaches to improving youth outcomes through youth services Do different interventions work for different groups and in different contexts? Department for Digital, Culture, Media & Sport, 2023
See details