Though responsibility for the vision, ethos and effective teaching and learning in primary schools lies with the local Board of Management it has been observed that there is a lack in the religious education (RE) of pupils with special educational needs (SEN). Thus, it was opportune to research the status quaestionis of this lack. This research project employed a mixed methods approach and developed a theologico-philosophical framework to address the research questions. The literature review on RE, SEN, inclusion, and the rights of children with disabilities provides a conceptually renewed understanding of personhood embracing pupils with SEN. Quantitatively, Boards of Management (BoM) of primary schools under Catholic patronage were surveyed in the Dublin Archdiocese, using Likert-item statements, to build a profile of Members’ attitudes to SEN, RE, and the RE of pupils with SEN. This element had three stages: a questionnaire, sent to Members, online; a feedback of this data; and a follow-up questionnaire to gauge how members were assisted in engaging with RE for pupils with SEN. Qualitatively, interviews were conducted to provide quality-control, thicker descriptions and critique from within questionnaires and of the process. The combination of methods offers a pedagogics mutually supportive for BoM Members and pupils with SEN in their care. The methodology and findings have serious implications for a number of areas, especially, future research on this topic, guidance for Members in their duties, support and strategies for BoMs, and enhancement of the overall progress of pupils with SEN (and pupils generally) as a consequence of their RE.