Der „Fingerzeig“ der Lehrkraft: Zusammenhänge zwischen Leistungs- und Verhaltensmerkmalen von Schulklassen und dem Vorliegen eines sonderpädagogischen Unterstützungsbedarfs im Lernen

In Germany, pupils with significant learning difficulties in several subjects can be classified as having “special educational needs in learning” (SEN-L). This individually ascribable category is understood as independent of school-related contextual factors and allows for curricular adaptations. Recent studies have shown that achievement-related reference group effects might impact the proposal of whether a child is to be assessed for SEN‑L. In addition, behavioural and background characteristics of school classes’ composition could also influence this proposal. Therefore, the present study investigated the extent to which the distribution of achievement and other teaching-relevant aspects of school classes are related to the likelihood of being labelled with SEN‑L. Based on nationally representative data from the IQB Trends in Student Achievement 2016, an analytic sample of 10,398 children from 543 classes was used, in which 561 pupils with SEN‑L were taught inclusively. Using logistic multilevel regression analyses, we showed that the most predictive variable at the group level was the average subject achievement of a school class. Given the same individual achievement, the likelihood of being labelled with SEN‑L was increased with higher mean subject achievement on the class level. Moreover, a higher proportion of pupils with an identified SEN in emotional and social development per school class was associated with a decreased likelihood of being labelled with SEN‑L. Overall, the found associations again indicate that the SEN-L-label is, contrary to its intention, to a practically relevant amount dependent on school-related contextual factors. Further research questions and possibilities for improving diagnostics arise.