Sharma , SashiCook , Sheralyn F.Earl Rinehart , (Suzanne) KerryDinneen, Anna2026-05-212026-05-212026-05-14https://hdl.handle.net/10289/18293Special Education Needs Coordinators (SENCOs) in New Zealand secondary schools are responsible for supporting students with identified additional educational needs, amounting to as many as 700 students (up to 30%) in some larger schools. Despite the scale and importance of the role, there is currently no dedicated funding, no formalised job description, and no mandated qualifications or training for SENCOs. Furthermore, a review of existing New Zealand literature reveals a notable absence of research into the SENCO role at the secondary-school level. Compounding this lack of recognition, the inclusive education sector in New Zealand is under increasing pressure. Literature highlights a rise in the number and diversity of students requiring support, driven in part by New Zealand’s ambitious inclusive education. These changes are placing further strain on an already resource-limited sector. Grounded in constructivist theory, and using relational agency as an analytical lens, this study was motivated by the need to explore how SENCOs in secondary schools understand and navigate their roles within this complex and evolving context. By highlighting the voices of those in SENCO positions, the research seeks to better understand their lived experiences—experiences that have often gone unacknowledged by the Ministry of Education, school leadership, and even SENCOs themselves. The research was conducted in two stages. The first involved an electronic survey distributed to secondary school SENCOs in the North Island of New Zealand, designed to capture a broad understanding of who SENCOs are and what their work entails. The second stage consisted of a longitudinal case study involving three SENCOs, with nine semistructured interviews conducted over an eight-month period, to capture rich data about their experiences. Data was dealt with descriptively and analysed thematically. Findings highlight that the SENCO role is overwhelming, physically and emotionally taxing, and extends well beyond regular school hours. Participants reported being constantly available and shouldering significant emotional and administrative burdens. Participants also identified an increase in the range and numbers of students that SENCOs are required to support. The study raises concerns about whether school leaders and policymakers fully understand the scope and diversity of the needs SENCOs are addressing. This research contributes to a previously underresearched area by documenting the realities of the SENCO role in New Zealand secondary schools. It concludes with three key findings and accompanying recommendations for school leaders and the Ministry of Education. These recommendations include formalisation of the SENCO role, recognising the importance of relational agency, support from leadership, and a reconceptualisation of the SENCO role title and definition of additional learning needs to more accurately reflect the breadth and importance of the work SENCOs perform.enAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.Thesis