Inclusive approaches to overcome multiple disadvantages in secondary education: a systematic literature review

Secondary schools globally face the challenge of educating students whose educational risks are not singular but intersectional. This systematic literature review (SLR) synthesises inclusive approaches for students experiencing multiple disadvantages, operationalised here as the intersection of two or more exclusionary factors, such as linguistic barriers compounding socioeconomic marginalisation. Departing from disability-centric or single-category analyses, the review employs Ainscow's [2020. “Promoting Inclusion and Equity in Education: Lessons from International Experiences.” Nordic Journal of Studies in Educational Policy 6 (1): 7-16. https://doi.org/10.1080/20020317.2020.1729587] framework of five systemic factors (principles, evidence, community, leadership, and practice) to examine how schools build capacity to address complex needs. Following PRISMA 2020 guidelines, 2,153 records were screened across eight databases (2016-2025), yielding 24 included studies. Study quality was appraised using the Spencer et al. framework, prioritising high-credibility qualitative evidence [Spencer, L., J. Ritchie, J. Lewis, and L. Dillon. 2003. Quality in Qualitative Evaluation: A Framework for Assessing Research Evidence. Government Chief Social Researcher's Office, Cabinet Office]. Narrative synthesis shows that inclusion is achieved not through isolated interventions but through interacting mechanisms of ideological reframing, relational architecture, and pedagogical agility. The review proposes a conceptual model of Inclusive Capacity, arguing that addressing multiple disadvantages requires shifting focus from student deficits to schools' dynamic levers for system-level change.