Despite the existence of several systematic reviews and meta-analyses on co-teaching, research that includes student voice through students’ views and experiences is rare. This systematic review of 63 published and unpublished studies synthesises the experiences and views of students with and without disabilities when co-taught by a general and a special educator. Data were extracted from seven databases in July 2025. We used an assimilated approach to synthesise findings from qualitative, quantitative and mixed-methods studies through reflexive thematic analysis. Findings show that most students with and without disabilities perceive co-teaching as having positive academic, social, and affective impacts, with many preferring varied co-teaching models. Students valued support from special educators for all learners, but some reported frustration and limited academic benefits when collaboration between co-teachers was weak. Their voice calls for reconsidering co-teaching as an inclusive approach through changes in model implementation and co-teachers’ role delivery. Recommendations for future research include examining the distinct voices of students with and without disabilities and increasing their involvement as primary stakeholders in co-teaching research. Recommendations for policy and practice, particularly regarding students’ academic, social, and affective outcomes, highlight the importance of student engagement through participatory activities in promoting the inclusive orientation of co-teaching.
Strogilos et al. (Tue,) studied this question.