Parents’ Perspectives on Sustainable and Inclusive Education: Pathways for Human Development and Well-Being in Portugal

Inclusive education represents a core dimension of sustainable human development, promoting equity, participation, and well-being across the life span. In Portugal, the implementation of Decree-Law No. 54/2018 reinforced a rights-based approach to inclusive education and social equity. This qualitative study explores parents’ perceptions of inclusive education as a pathway for human development and well-being. A focus group was conducted with parents of children and adolescents with diverse educational needs from different regions of Portugal, following a semi-structured discussion guide. Data were analyzed through thematic analysis, guided by a multidimensional framework of sustainability encompassing political–normative, cultural, pedagogical, relational, and transitional dimensions. Results revealed that parents perceive inclusion as both a human right and a developmental process that fosters autonomy, social participation, and emotional health. However, participants also reported discontinuities in support networks, inequalities in access to resources, and limited coordination between education, health, and social services. These findings emphasize that sustainable inclusive education requires coherent intersectoral collaboration and long-term policy commitment. In conclusion, this study underscores the role of inclusive education as a foundation for human development and well-being, calling for educational and health systems to work jointly in creating equitable and sustainable learning environments.