Towards Effective Inclusive Education: A Comprehensive Review of Teacher Attitudes, Parental Perspectives, and Leadership Influences Across Global Contexts

Abstract

In order to give children with disabilities fair learning opportunities within mainstream educational systems, inclusive education has become a global priority. In order to investigate how teacher attitudes, parental viewpoints, and school leadership impact inclusive practices, this review summarizes the results of recent international studies. According to research, teachers’ willingness to implement inclusive practices is a significant predictor of student well-being and parent-teacher relationships, but attitudes alone are not enough to guarantee positive inclusion (Guillemot et al., 2025). Although socio-demographic factors influence awareness and acceptance, parental support for inclusion is consistently high (Sultana & Hameed, 2024; Bansal, 2024). Principals’ values and expertise significantly influence school-wide inclusive practices, making leadership a crucial factor (Vlachou & Tsirantonaki, 2023; Khaleel et al., 2021). Systemic obstacles like poor training, a lack of resources, and social stigma continue to exist despite policy improvements (Kaur & Salian, 2025; Padmanabhan & Karibeeran, 2024). In order to make inclusive ideals a reality, the review emphasizes the necessity of strong family-school collaboration, practical teacher training, and value-driven leadership. Cross-cultural research, leadership-focused interventions, and long-term studies on the application of inclusive practices are examples of future directions.