Since the advent of the ideology of inclusion, several concerns have been raised worldwide regarding the effectiveness of its implementation. In the UK, governmental evidence suggests that maintaining pupils with special educational needs and/or disability (SEND) within mainstream school settings, is one of the greatest challenges (DfE, 2018). There is now, more than ever, the need to explore pupils with SENDs’ mainstream experiences and understand the challenges they encounter. This study explores the voices of secondary‐aged pupils with social emotional mental health difficulties and moderate learning difficulties as a way of understanding their needs and thus, facilitating their inclusion. Thematic analysis was employed to analyse data from semi‐structured interviews with 37 pupils with SEND and 8 typical pupils as a comparable group. The findings indicate that the school experiences of pupils differ based on their type of need. Yet, despite the differences, all the pupils expressed similar views on what makes a positive school experience. The four emerged themes were interesting lessons, effective control of challenging behaviour, equal allocation of teachers’ support and positive relations. The study concludes by proposing that listening to the voices of pupils with SEND can be a powerful tool to inform inclusive practice.

中文翻译：

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了解是什么让 SEND 的学生获得积极的学校体验：他们的声音能否为包容性实践提供信息？

自从包容性意识形态出现以来，世界范围内对其实施的有效性提出了一些担忧。在英国，政府证据表明，在主流学校环境中维持有特殊教育需求和/或残疾 (SEND) 的学生是最大的挑战之一 (DfE, 2018)。现在比以往任何时候都更需要探索具有 SEND 主流经验的学生并了解他们遇到的挑战。本研究探讨了有社交情绪心理健康困难和中度学习困难的中学生的声音，以了解他们的需求，从而促进他们的融入。使用主题分析来分析半结构化访谈数据，其中 37 名 SEND 学生和 8 名典型学生作为可比组。调查结果表明，学生的学校经历因他们的需求类型而异。然而，尽管存在差异，但所有学生都对什么是积极的学校体验表达了相似的看法。四个出现的主题是有趣的课程、有效控制挑战性行为、平等分配教师支持和积极的关系。该研究最后提出，通过 SEND 倾听学生的声音可以成为为包容性实践提供信息的有力工具。