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In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies, in secondary education in England, on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion depend ondoi:10.31235/osf.io/y7z56 fatcat:wy6l42hosrfpxiukfohtpqds5e