Enhancing learning outcomes for special education: Insights into classroom practices

Abstract Positive learning environments are essential for improving learning outcomes for learners with special educational needs (SEN). This study explored educators' perspectives on learner needs and classroom practices in a North Wales special school, with a focus on Positive Behaviour Support (PBS) as a guiding framework for fostering functional skills and supportive environments. Through semi‐structured interviews with 39 educators, we explored their views on essential skills for learners with SEN and effective classroom practices. Thematic Content Analysis revealed an emphasis on teaching functional skills, organising classrooms to support individual needs and fostering positive teacher‐learner relationships. These elements, rooted in PBS strategies, were viewed as central to creating safe and inclusive learning environments. The findings contribute to a deeper understanding of teaching values in special education, offering valuable guidance for educators, policymakers and stakeholders striving to enhance inclusive practices.