As of 2025, over 1.7 million pupils in England are identified as having special educational needs (SEN), continuing a steady rise since 2016. These pupils face a broad range of challenges (e.g., academic, emotional, social, and physical) that affect their learning and participation. The most common type of need among pupils with an Education, Health and Care (EHC) plan is autism (33.6%) and the most common type of need among pupils with SEN support are speech, language and communication needs (SLCN). Educational outcomes for pupils with SEND remain consistently lower than their peers, with gaps exacerbated by the COVID-19 pandemic. This review forms part of a wider series of Rapid Evidence Assessments (REAs) focused on the four key areas of SEND outlined in the SEND Code of Practice (2015): communication and interaction, cognition and learning, social emotional and mental health (SEMH) difficulties, and sensory or physical needs. Communication and interaction was approached as two reviews covering SLCN and autism separately. However, this report takes a different approach. Rather than focusing on a single category, it draws together cross-cutting strategies, models, and practices shown to be effective across different needs. The report highlights a range of approaches, including identification, assessment, intervention, and collaboration, that, although sometimes developed in research with participants with specific diagnoses, have broader applicability to a range of individual pupils. Common findings across the REAs emphasise early identification, holistic and context-sensitive assessment, the central role of teacher expertise, the importance of motivation and self-regulation, and the value of supportive relationships. Several strategies, such as peer-mediated learning, literacy support, and universal design for learning, emerged as beneficial in address diverse and overlapping needs across different learner profiles. In addition, the report explores the critical role of inter-professional collaboration involving educators, allied health professionals, and families. It also considers the importance of teacher training and whole-school approaches to inclusive provision. This synthesis aims to support more joined-up, evidence-informed practice to better meet the needs of children and young people with SEND in mainstream settings.