The purpose of this study as part of the SCOTENS funded research project entitled (Supporting English as an Additional Language pupils with Special Educational Needs/Additional Educational Needs across the Island of Ireland) was to examine how post-primary schools in Ireland (IE) and Northern Ireland (NI) identify and support pupils who are learning English as an additional language (EAL) and who also have special or additional educational needs (SEN/AEN)1. The scope of the research encompasses both jurisdictions on the island of Ireland, reflecting a growing and diverse student population. Within this, the study was motivated by concerns that existing educational approaches often treat EAL and SEN/AEN supports separately, leading to fragmented provision of services and supports that are available to EAL pupils with SEN/AEN. It addresses a critical gap in the research by exploring present and future integrated strategies that recognise these pupils’ linguistic and cultural assets as strengths while meeting their learning needs. The goal of SEALSEN is to inform policymakers and educators on creating more inclusive, equitable education systems for EAL pupils with SEN/AEN. The research employed a mixed-methods, explanatory sequential design to gather data across IE and NI. In Phase 1, a survey was distributed to post-primary schools in both jurisdictions (approximately 50 schools; 33 in IE and 17 in NI responded). The survey targeted school staff involved in supporting EAL learners with SEN/AEN – including SEN coordinators (SENCOs), teachers, and school leaders to capture quantitative data on current practices, challenges, and perceptions. In Phase 2, qualitative data was collected through focus groups and interviews with educators from a subset of these schools (nine schools in total, with representation from both IE and NI). Participants included SENCOs, mainstream teachers, EAL specialists, and senior leaders, ensuring a diverse range of perspectives on how best to serve the needs of EAL pupils with SEN/AEN. Following on from this, data was analysed using descriptive and inferential statistical techniques of which the descriptive results are presented in this report. Following on this, thematic analysis was used to analyse the interview and focus group data.