Inclusive teaching in primary education: A systematic review of practices, barriers, and outcomes

Inclusive education goes far beyond placing students in the classroom; it involves building flexible, accessible environments that are responsive to each child’s needs. With the aim of understanding how this vision is put into practice in primary education, this analysis examined teaching methodologies, factors associated with teacher performance, barriers to implementation, and the outcomes achieved by students. To this end, empirical studies published between January 2021 and September 2026 were reviewed in the Scopus, Web of Science, ERIC, and SciELO databases. The information was collected using a standardized form, organized through a thematic coding system, and the methodological quality of each study was assessed using criteria tailored to its design. Of the 20 studies analyzed, 12 adopted qualitative approaches, five employed quantitative methods, and three combined both perspectives. Among the most recurrent themes were differentiated instruction, mentioned in 16 studies; teacher professional excellence, in 14; and institutional support conditions, in 12. Likewise, student agency appeared in eight studies, while immediate learning outcomes were addressed in six. The findings indicate that the most consistent practices for promoting inclusive behaviors combine accessible resources, collaboration among teachers, and active student participation. However, their implementation faces obstacles such as a lack of adequate resources, staff shortages, and insufficient training. Therefore, a tiered approach is proposed to strengthen inclusive education, and longitudinal studies are recommended to link classroom practices with student engagement and academic achievement.