Inclusive School Environments, Neurodiversity, Accessibility, and Mental Health: Implications for Education and Wellbeing

Professor & Head, Department of Clinical Psychology, All India Institute of Speech & Hearing (AIISH), Mysuru, India

*Corresponding Author: Dr. Rushi, Professor & Head, Department of Clinical Psychology, All India Institute of Speech & Hearing (AIISH), Mysuru, India, Phone: 9910457770, Email: [email protected]

Received Date: January 19, 2026

Published Date: March 09, 2026

Citation: Rushi. (2026). Inclusive School Environments, Neurodiversity, Accessibility, and Mental Health: Implications for Education and Wellbeing. Mathews J Psychiatry Ment Health. 11(1):58.

Copyrights: Rushi. (2026).

ABSTRACT

Inclusive education is increasingly recognized as both an educational practice and a societal commitment rooted in principles of equity, dignity, and social justice. Rather than requiring children to conform to rigid school systems, inclusion emphasizes transforming educational environments to accommodate the diverse needs of all learners. This article examines inclusive schooling through the lenses of neurodiversity, accessibility, and student mental health, with particular reference to the Indian policy context. Drawing on legislative frameworks such as the Rights of Persons with Disabilities Act (RPwD), 2016 [1], the National Education Policy (NEP) 2020 [2], and global inclusion frameworks by UNESCO [3], the paper highlights inclusion as a legal, ethical, and psychological imperative. The article further compares inclusive and exclusive schooling models, discusses potential challenges in implementation, and integrates the Montessori philosophy as a child-centred framework aligned with inclusive values. The paper concludes that inclusive school environments function as protective systems promoting resilience, belongingness, and mental wellbeing.

Keywords: Inclusive Education, Neurodiversity, Mental Health, Montessori Education, Accessibility, Indian Education Policy.