Inclusive schooling and autistic neurodivergence: Barriers and enablers

Abstract Educational inclusion remains a key challenge for education systems worldwide. Ensuring high‐quality teacher education that promotes the presence, participation and learning of students with Special Educational Needs (SEN) is essential for developing equitable and inclusive schools. This study analyses mainstream classrooms that include students with autistic neurodivergence and examines barriers to meaningful learning in four public schools located in diverse socio‐geographical contexts in Valencia (Spain). A qualitative methodology was employed using a multiple case study design. Data were collected through in‐situ classroom observations and semi‐structured interviews with teachers and students. The research explores the structural and cultural factors shaping inclusive or exclusionary practices in everyday school life. The findings identify several persistent barriers: insufficient teacher preparation for inclusive education, limited pedagogical and material resources, fragmented support systems, weak coordination among professionals, the persistence of segregating attitudes and practices and reduced participation of autistic students in classroom and school dynamics. Based on these results, the study proposes ten practical recommendations aimed at supporting inclusive transformation. These actions emphasise integrating inclusive principles into school planning and curriculum design, strengthening both initial and continuous teacher education and fostering a school culture that recognises neurodiversity and promotes shared responsibility for inclusive education.