Introduction: Inclusive education requires not only systemic change but also direct attention to the classroom experiences of minority students. This study investigates how instructional and emotional support from teachers influence minority students’ perceptions of inclusivity and their academic and emotional engagement.Methods: A mixed-methods approach was employed, involving survey responses from 305 minority students and participant observations across multiple educational settings. Quantitative data were analyzed to identify correlations, while qualitative observations provided contextual depth.Results: Approximately 7% of students reported receiving little to no instructional or emotional support from teachers. Quantitative analysis revealed significant positive correlations between the level of perceived support and students’ academic engagement and emotional well-being. Observational data reinforced these findings by highlighting inconsistencies in inclusive practices across classrooms.Discussion: The findings underscore the critical role of both emotional and instructional support in fostering inclusive learning environments. The study advocates for a redefinition of inclusive education that explicitly integrates these support dimensions. It further recommends targeted teacher training and systemic policy interventions to bridge identified gaps and promote equitable learning outcomes for minority students.

This study examines how principals’ expectations, teachers’ attitudes, and knowledge of special education influence inclusive teaching practices and the integration of minority students with special needs in Norwegian classrooms. Using surveys and classroom observations, findings reveal that teacher attitudes, self-efficacy, and training significantly predict the adoption of inclusive practices, aligning with Allport’s Intergroup Contact Theory and the Theory of Planned Behavior. Key strategies include differentiated instruction, culturally relevant pedagogy, and family involvement, fostering equity and engagement. While principals’ expectations shape school culture, their direct impact on teachers’ practices is limited. The study highlights the need for enhanced professional development and adaptive teaching to address resource and material gaps, ensuring equitable access to education. Limitations include a cross-sectional design and small sample size, which restrict causality and generalizability. Results underscore the importance of systematic, inclusive practices for meaningful integration.

Across the globe, schools are becoming increasingly culturally diverse due to intensifying international migration, transnational mobility, and the growing permanence of minority populations within...