Children who face multiple disadvantages including those related to disability are among those least likely to be learning. Using large-scale household data together with qualitative data from classrooms in rural Pakistan, researchers from the University of Cambridge, UK and the Institute of Development and Economic Alternatives (IDEAS), Pakistan have gained a picture of how many children with disabilities attend school, and what factors affect their learning. This research is shaping key policy debates on education, inclusion and disability.ESRC-DFID