BARRIERS TO INCLUSIVE EDUCATION IN SECONDARY SCHOOLS: A CASE STUDY OF SUPPORTING STUDENTS WITH SEND AND DIVERSE LEARNING NEEDS

Abstract

This systematic literature review synthesizes evidence published between 2014 and 2024 on the barriers that restrict inclusive education for secondary school students with Special Educational Needs and Disabilities (SEND) and diverse learning needs. The review draws on UK policy and empirical research while developing transferable implications for indigenous Pakistani educational contexts. This systematic literature review was conducted in accordance with the PRISMA 2020 reporting guidelines, ensuring a transparent and rigorous process for database searching, duplicate removal, title and abstract screening, full-text eligibility assessment and final study selection. Four databases were searched including PsycINFO, PubMed, Google Scholar and ResearchGate, from  871 initially identified records, 32 studies were retained for thematic synthesis. The interpretation of findings was informed by the social model of disability, Bronfenbrenner’s bioecological model and Universal Design for Learning.

The review identified six major barrier domains: attitudinal barriers, physical and environmental barriers, systemic and institutional barriers, resource-related barriers, teacher-training barriers and curriculum inflexibility. UK-based evidence indicated that secondary schools continue to face significant challenges in implementing inclusive education despite the presence of strong legislative and policy frameworks such as the SEND Code of Practice 2015, the Children and Families Act 2014 and the Equality Act 2010. These challenges include insufficient teacher preparation, delays in Education, Health and Care plans, limited specialist support and the restrictive influence of exam-driven curricula. In Pakistan, these barriers are further intensified by segregated provision, cultural stigma, weak disability data systems and underfunded teacher education. The review is limited to English-language peer-reviewed studies published between 2014 and 2024 with grey literature largely excluded. The review protocol was not pre-registered on PROSPERO and the distinction between attitudinal and systemic barriers remains fluid because these barriers often overlap in practice. The findings suggested that schools should embed Universal Design for Learning, strengthen SENCo leadership and provide sustained continuing professional development for teachers. For Pakistan, the UK’s graduated “assess, plan, do, review” approach and the Local Offer model may be adapted into context-sensitive provincial codes of practice. This review adds value by bridging UK secondary-phase SEND evidence with indigenous Pakistani policy implications and by offering a comparative framework for inclusive education reform in low- and middle-income country contexts