What are the perceptions of students with behavioural difficulties regarding the conditions influencing their education in regular classes?
Inclusive education, which advocates for schooling in the most normal setting possible, stands as the preferred way to promote the educational success of all students. Yet in spite of the conditions suggested to support inclusive education, students with behavioural difficulties continue to struggle in their educational experience. Is it possible that these conditions fail to take the students' point of view into account? A literature review method (n = 42 studies: 31 qualitative, 2 quantitative, 7 mixed, 2 reviews) was conducted to pinpoint the conditions that support or hinder regular classroom schooling, according to students exhibiting behavioural difficulties. In both cases, the most frequently mentioned condition was students’ relationship with their teacher. The results are discussed in light of the studies’ methodological characteristics, with a view to guiding future studies.