As in other European countries, in the Netherlands ongoing efforts are made to increase the proportion of students with special educational needs (SEN) in mainstream schools. It is known that there are several barriers that hamper the provision of adequate education to students with SEN in mainstream schools. Teachers’ attitudes towards inclusion have been found to be an important factor (Avramidis & Norwich, 2002; Cook, 2001), together with teachers’ competences (Miller, 2003; Mooij & Smeets, 2006, 2009; Watkins, 2012). Avramidis and Norwich (2002) have pointed out that the availability of support services at classroom and school levels is positively related to teachers’ attitudes. Others have stressed the influence of the school leader (e.g. MacFarlane & Woolfson, 2013), and have pointed at the importance of adequate classroom management, curriculum differentiation, peer tutoring, and collaborative learning (Meijer, 2001). In the current study, these factors are taken into account and aims at answering the following research questions: 1) Which factors relate to teachers’ attitudes towards students with SEN in general class? 2) Which variables at the school level, teacher level, and student level are significant predictors of students’ feelings of being supported, wellbeing and learning outcomes? Data was gathered among general primary and secondary schools in the Netherlands (Nprimary schools= 38, Nsecondary schools= 60). School and class level data were collected by means of a questionnaire that was administered to special educational needs coordinators (N= 82) and teachers (N= 451). These questionnaires include variables like professional development, attitudes, competences, leadership and classroom practice. Classroom observations were carried out, focusing on teaching practice, teacher-student interaction, and support to SEN students. Apart from this, student questionnaires were administered, addressing the students’ wellbeing, perceived classroom practice and additional support. Finally, data on student characteristics and learning outcomes were gathered. Using descriptive analyses and multilevel analyses both research questions will be answered. Data analyses will start in February 2017 and presented at this symposium. The analyses will focus on school level, teacher level and student level variables that predict students’ feelings of adequately being supported, wellbeing and learning outcomes. Some expected outcomes are that teachers have more favourable attitudes and competences are influenced by variables on school level. Moreover, it is expected that students with SEN feel more supported by teachers who hold more favourable attitudes towards SEN and who feel more competent at teaching students with SEN.

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