https://creativecommons.org/licenses/by/4.0/Maciver, DonaldRoy, Anusua SinghJohnston, LornaTyagi, VaibhavArakelyan, StellaKramer, Jessica M.Richmond, JanetRomero‐Ayuso, DulceNakamura‐Thomas, HiromiTodorova, Liliyavan Hartingsveldt, MargoForsyth, Kirsty2022-10-102022-10-102022-09-25Maciver, D., Roy, A.S., Johnston, L., Tyagi, V., Arakelyan, S., Kramer, J.M., Richmond, J., Romero‐Ayuso, D., Nakamura‐Thomas, H., SPQ Study Group, Todorova, L., Van Hartingsveldt, M. and Forsyth, K. (2023) ‘Participation‐related constructs and participation of children with additional support needs in schools’, Developmental Medicine & Child Neurology, 65(4), pp. 498–508. Available at: https://doi.org/10.1111/dmcn.15390.https://eresearch.qmu.ac.uk/handle/20.500.12289/12608https://doi.org/10.1111/dmcn.15390From Crossref journal articles via Jisc Publications RouterHistory: epub 2022-09-25, issued 2022-09-25Article version: VoRPublication status: PublishedFunder: Scottish Government; FundRef: 10.13039/100012095Funder: Queen Margaret University; FundRef: 10.13039/100010033Maciver, D., Roy, A.S., Johnston, L., Tyagi, V., Arakelyan, S., Kramer, J.M., Richmond, J., Romero‐Ayuso, D., Nakamura‐Thomas, H., SPQ Study Group, Todorova, L., van Hartingsveldt, M. and Forsyth, K. (2022) ‘Participation‐related constructs and participation of children with additional support needs in schools’, Developmental Medicine & Child Neurology, p. dmcn.15390. Available at: https://doi.org/10.1111/dmcn.15390. To investigate associations between participation-related constructs and participation frequency and involvement in inclusive schools. In this cross-sectional study, teachers of children with additional support needs, including intellectual disability, autism, and learning difficulties, completed measures. Participation-related constructs were measured using the School Participation Questionnaire; participation frequency and involvement were measured using the Participation and Environment Measure for Children and Youth. A series of multilevel linear mixed-effects regression models with maximum likelihood estimates and bootstrap confidence intervals with p-values were obtained. Final models included participation-related constructs and participation, controlling for demographic and diagnostic confounders (including age, sex, language, level of school support, and autism). Six hundred and eighty-eight children (448 [65.1%] males; mean age 8 years 7 months [range 4 years 10 months-12 years 13 months, standard deviation 2 years 1 months]) were assessed by 252 teachers. Across a series of models, participation-related constructs were consistently associated with more intensive participation (competence, environment, identity p < 0.001; symptoms p = 0.007), independent of confounders. More frequent participation remained associated with three of four participation-related constructs (competence, identity p < 0.001; environment p = 0.021). Age (p = 0.046), language (p = 0.002), and level of school support (p = 0.039) also remained significantly associated with frequency of participation. Children with additional support needs in inclusive schools may have several participation barriers. Policies and interventions to improve participation are needed. [Abstract copyright: © 2022 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.]Licence for VoR version of this article starting on 2022-09-25: http://creativecommons.org/licenses/by/4.0/Attribution 4.0 International (CC BY 4.0)Neurology (clinical)Developmental NeurosciencePediatrics, Perinatology and Child Healtharticle2022-10-07