Socio-Pedagogical Support for Students with Special Educational Needs in Inclusive Mainstream Schools: A Systematic Review

This systematic review, conducted in accordance with PRISMA guidelines, synthesizes fourteen empirical literatures (2010-2025) through an extensive inclusion/exclusion criteria search from PubMed, Scopus, and Web of Science to analyze the dual role of teachers in (1) delivering evidence-based instructional practices and (2) orchestrating support systems for students with special educational needs (SEN) in inclusive classrooms. The study critically evaluates how social-pedagogical support encompassing teacher collaboration, teaching assistant partnerships, and family engagement mediates academic outcomes, psychological adaptation, and social integration. The findings demonstrate that teachers serve as pivotal agents of inclusion, leveraging scaffolded instruction, differentiated pedagogy, and assistive technologies to personalize students' learning experiences. While such practices significantly improve academic performance and socio-emotional development, systemic barriers (eg, insufficient professional training, resource limitations, and high student-teacher ratios) constrain optimal implementation. The review advances the field by proposing a conceptual framework that links teacher practices, support mechanisms, and SEN student success while highlighting urgent policy gaps in educator preparedness and resource allocation.