Fostering Inclusion and Equity in Diverse Learning Environment: Insights from School Heads and Teachers

AUTHOR(S)

MARYELITO P. SUELLO

ABSTRACT

— This study explores the perceived insights of fourteen (14) school heads and one hundred fifteen (115) teachers in fostering inclusion and equity in diverse learning environments in Getafe 2 District, Division of Bohol, school year 2024 – 2025. The study aimed to determine the perceived level of school heads and teachers, identify challenges they faced and gather insights in fostering inclusion and equity in diverse learning environments. Using mixed qualitative and quantitative approach, data were gathered using structured survey questionnaires to determine the perceived level in fostering inclusion and equity in diverse learning environment; semi-structured interviews to gain deeper insights into challenges and best practices; and document analysis of school policies, training records, and reports. Moreover, the study employs descriptive statistics to summarize demographic profiles and key variables, correlation analysis to determine relationships between variables, and thematic analysis to identify recurring patterns in qualitative responses. The findings revealed that there were four (4) domains on level of inclusion and equity ranked lowest which include student engagement and participation, support systems and resources, inclusive teaching practices and culturally responsive school climate. On the other hand, the highest-ranked challenges include insufficient support for special education, biases and stereotypes, and the lack of parental involvement and awareness. The study highlights the need for comprehensive, systemic and sustainable reforms that address both immediate challenges and long-term issues. Key recommendations include increasing support for special education, offering professional development programs focused on inclusivity and anti-bias training, and addressing structural limitations such as class size and curriculum rigidity. To overcome these challenges, the study calls for a collaborative approach, where school leaders, teachers, and families work together to remove practical barriers and ensure that inclusive education practices are fully integrated into school policies. Ultimately, the study advocates for a systemic yet sustainable shift towards equitable and inclusive educational environments that meet the needs of all learners. Keywords — Inclusion, Equity, Special Education, Sustainable Reforms, Professional Development