Introduction and Research Questions           
The implementation of inclusive education is a growing priority in Europe, aiming to provide equal opportunities and optimal learning outcomes for every student (e.g. Van Mieghem et al., 2020). This goal is closely aligned with the Multi-Tiered System of Support (MTSS) framework, which focuses on equitable distribution of support through tiered instructional options for all students (Choi et al., 2020). The MTSS framework comprises three tiers: (1) universal support (core instruction) for all students, (2) targeted classroom-based interventions, and (3) intensive services for students requiring additional assistance. While numerous studies highlight the academic benefits of MTSS for students with special educational needs (e.g., Harn et al., 2011), a comprehensive review of successful classroom practices at Tier 1 and Tier 2 is lacking.

This study addresses this gap by systematically analyzing prior research on classroom practices related to universal support and targeted interventions in compulsory education. The central research question is: What classroom practices are effective in implementing Tier 1 universal support and Tier 2 targeted interventions to promote inclusive education?

Methodology
A systematic literature review was conducted in September 2024, adhering to the PRISMA guidelines (Page et al., 2021). Articles were retrieved from the Web of Science database using search terms related to "compulsory education," "guidance or support," "intervention," "policy," and "inclusion." The inclusion criteria limited the search to peer-reviewed academic journal articles published in English or Dutch between 2014 and 2024. The initial search yielded 809 articles, which were narrowed to 130 after screening titles and abstracts. After full-text review, 66 articles were retained, which we screened for methodological quality. 31 articles were excluded for methodological reasons such as a lack of PRISMA adherence (n=14), missing search terms (n=10), or vague inclusion criteria (n=7). In that way, we ended with 35 articles for our analyses. A thematic analysis was employed to identify patterns and themes across the selected studies (Clarke & Braun, 2017).

Results and Discussion          
The thematic analysis revealed eight key themes related to effective classroom practices at Tier 1 and Tier 2: (1) powerful learning environments, (2) socio-emotional development and student well-being, (3) systematic follow-up of student progress, (4) reasonable adjustments for students, (5) teacher professionalization and support, (6) school policy and vision, (7) collaboration between stakeholders and (8) risk and protective factors

The results indicate a predominant focus on school-level policy rather than classroom practices. Research emphasizing classroom-level interventions primarily addresses reasonable adjustments, while systematic follow-up of student progress is notably underexplored. This is particularly concerning given that monitoring student progress is essential for tailoring effective interventions.

Conclusion and Future Directions    
Strengthening the knowledge base of classroom practices in Tier 1 and Tier 2 has the potential to nurture teachers' instructional strategies, thereby advancing inclusive education. Future research should prioritize (longitudinal) studies on systematic student monitoring and empirical investigations into the impact of stakeholder collaboration on classroom practices. These insights could guide both policy and practice in fostering equitable and inclusive learning environments.

Methodology A systematic literature review was conducted in September 2024, adhering to the PRISMA guidelines (Page et al., 2021). Articles were retrieved from the Web of Science database using search terms related to "compulsory education," "guidance or support," "intervention," "policy," and "inclusion." The inclusion criteria limited the search to peer-reviewed academic journal articles published in English or Dutch between 2014 and 2024. The initial search yielded 809 articles, which were narrowed to 130 after screening titles and abstracts. After full-text review, 66 articles were retained, which we screened for methodological quality. 31 articles were excluded for methodological reasons such as a lack of PRISMA adherence (n=14), missing search terms (n=10), or vague inclusion criteria (n=7). In that way, we ended with 35 articles for our analyses. A thematic analysis was employed to identify patterns and themes across the selected studies (Clarke & Braun, 2017).

Results and Discussion The thematic analysis revealed eight key themes related to effective classroom practices at Tier 1 and Tier 2: (1) powerful learning environments, (2) socio-emotional development and student well-being, (3) systematic follow-up of student progress, (4) reasonable adjustments for students, (5) teacher professionalization and support, (6) school policy and vision, (7) collaboration between stakeholders and (8) risk and protective factors The results indicate a predominant focus on school-level policy rather than classroom practices. Research emphasizing classroom-level interventions primarily addresses reasonable adjustments, while systematic follow-up of student progress is notably underexplored. This is particularly concerning given that monitoring student progress is essential for tailoring effective interventions. Conclusion and Future Directions Strengthening the knowledge base of classroom practices in Tier 1 and Tier 2 has the potential to nurture teachers' instructional strategies, thereby advancing inclusive education. Future research should prioritize (longitudinal) studies on systematic student monitoring and empirical investigations into the impact of stakeholder collaboration on classroom practices. These insights could guide both policy and practice in fostering equitable and inclusive learning environments.

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