Creating classrooms where every pupil can thrive has always been at the heart of great teaching. Today, that ambition feels more important than ever. As expectations around inclusion continue to grow, schools are being asked to meet an increasingly diverse range of needs, while reforms to the SEND system and wider public debate bring renewed focus to how we support every learner. Resources matter, but they are only part of the picture. Improving inclusion also means strengthening what happens in classrooms every day. At the EEF, we believe the strongest foundation for improvement is evidence. By building a clearer understanding of what inclusive teaching looks like in practice, we can move beyond assumptions and focus on approaches that are most likely to make a difference for pupils. Our new guide to inclusive teaching brings together the best available evidence to support schools in doing just that. It offers practical recommendations for embedding inclusive practice across teaching and learning and for developing an effective whole-school approach to inclusion. To begin, here are five common myths about inclusive teaching, and what the evidence tells us instead. Myth 1 “Inclusive teaching is all about what schools do differently for pupils with additional needs.” Inclusive teaching is about helping every child to participate and succeed in school. As captured in the SEND code of practice, some pupils with additional needs will require support that is additional to or different from what is generally available to other pupils. However, inclusive teaching is also about considering aspects of universal provision that benefit all pupils but are especially important for pupils with additional needs. Effective inclusion strategies consider both elements. Myth 2 “The more adaptations teachers make, the more pupils will learn.” Evidence does not strongly support the idea that the more adaptations teachers make, the more pupils will learn. Any adaptation can be effective or ineffective, and ineffective adaptations can hinder learning. For this reason, it is important to support teachers to understand what makes adaptations effective and to monitor their impact with care. Myth 3 “Interventions are the most important way to support pupils with additional needs.” While targeted interventions can help, they are most effective when they supplement – rather than replace – effective everyday teaching. Strong universal provision reduces the number of pupils who require additional support and creates the conditions in which targeted interventions are more likely to succeed. Myth 4 “If a pupil has a diagnosis, we automatically know the best way to support them.” A diagnosis can provide useful information, but it does not determine what support will be most effective in supporting learning. Pupils with the same diagnosis can have very different strengths, needs and experiences. The best support comes from knowing your pupils well as individuals. Effective support is informed by ongoing assessment, evidence-informed decision-making and ongoing monitoring of impact. Myth 5 “Teachers need specialist expertise before they can effectively support pupils with additional needs.” Of course, all teachers should continue to deepen their understanding of effective inclusive practice throughout their careers. In many cases this will include the development of specialist expertise. However, inclusive teaching does not begin with specialist knowledge. It begins by attending to elements of universal provision that benefit all pupils, but that are especially important for pupils with additional needs. This is an invaluable contribution that every classroom teacher can make. Conclusion We hope our new guide provides practical approaches you can put into practice straight away. More importantly, we hope it reinforces a simple but important message: inclusive teaching is rooted in great universal provision that as many pupils as possible can access, participate in and benefit from, supported by carefully considered adaptations where needed.