DIP: 18.02.703/20251004 
DOI: 10.25215/2455/1004703 
Abstract
Inclusive education is not realized solely through curriculum adaptations or assessment reforms; it is deeply rooted in the quality of classroom climate experienced by learners and teachers. A welcoming and supportive classroom climate fosters belonging, psychological safety, mutual respect, and engagement among all learners, particularly those from marginalized or vulnerable groups. This chapter examines the foundations of inclusive classroom culture, strategies for reducing stigma and cultivating positive teacher attitudes, the role of peer support and collaborative learning structures, approaches to preventing bullying and ensuring psychological safety, and the importance of addressing teacher stress and well-being. Drawing upon research, policy frameworks such as NEP 2020, and inclusive pedagogy principles, the chapter provides practical and conceptual guidance for teacher education and school practice.
The author(s) appreciates all those who participated in the study and helped to facilitate the research process. 
The author declared no conflict of interest. 
ISSN 2455-670X