The Pros and Cons of Pull-Out vs. Push-In Services
One of the biggest decisions schools face when designing special education supports is how to deliver services: in the general education classroom (push-in) or in a separate setting (pull-out). Both models aim to meet students’ needs, and both have their place. But choosing between them shouldn’t be about what’s most convenient, it should be about what’s most effective.
Let’s break down the benefits and challenges of each approach, and more importantly, what factors should guide the decision-making process.
Pull-Out Services
In a pull-out model, students receive specialized instruction in a separate setting, typically in a resource room or small-group space. This environment is quieter, more controlled, and allows for intensive, individualized instruction.
Pros:
Fewer distractions, especially for students with attention or sensory challenges
Instruction can be tightly aligned to IEP goals and tailored to skill deficits
Easier to pace instruction based on student readiness and mastery
Opportunities to work in smaller groups with peers of similar needs
Cons:
Students miss out on instruction happening in the general education classroom
Can unintentionally send the message that students "don't belong" in the core setting
Risk of social isolation from peers
Challenging to coordinate with classroom teachers for seamless content alignment
Pull-out can be effective when students need a focused space to build foundational skills or practice strategies they’re not yet able to access independently in a larger group. But over-reliance on pull-out can unintentionally limit exposure to grade-level content and peer modeling.
Push-In Services
In a push-in model, special educators or related service providers come into the general education classroom to support students. This support may look like co-teaching, small-group instruction within the room, or individualized assistance during whole-class activities.
Pros:
Keeps students in the least restrictive environment with their peers
Increases access to grade-level content and curriculum
Encourages collaboration between general and special educators
Provides natural opportunities for peer interaction and modeling
Cons:
Difficult to individualize instruction without disrupting the larger class
Requires strong co-teaching structures and planning time
Can feel more like “assistance” than “instruction” if roles aren’t clearly defined
Some students may struggle to focus or ask for help in a busier setting
Push-in services are powerful when students can participate meaningfully in the general education setting with support. But if the environment itself is a barrier to learning, push-in alone may not be enough.
So, which is better?
The truth is, neither model is “better” across the board. The best approach is the one that supports the student’s individual needs, promotes access to learning, and aligns with their IEP goals. Sometimes that’s push-in. Sometimes it’s pull-out. Often, it’s a thoughtful combination of both.
When deciding how to deliver services, consider:
What does the student need to access the content and demonstrate progress?
Where can those services be delivered most effectively?
Is the student making progress in their current model?
Are we defaulting to what’s convenient or what’s appropriate?
And most importantly:
Are we including the student’s voice and strengths in these decisions?
Service delivery shouldn’t be rigid. It should be responsive. Some students may start with more pull-out support and gradually shift into the classroom. Others may need push-in support all day with occasional pull-out for targeted instruction.
What matters most is that we don’t let the model drive the student’s experience. The student’s needs should drive the model.
When we get that part right, we don’t just deliver services—we deliver support that sticks.
