Knowledge, Attitude and Practice toward Inclusive Education Policy Implementation among Secondary School Teachers and Students in Awi zone North West Ethiopia

Abstract Despite Ethiopia’s progressive inclusive education policy framework, empirical evidence regarding stakeholders’ readiness to implement inclusive education in secondary schools remains limited. This study examined students’ and teachers’ knowledge, attitudes, and perceptions of policy implementation regarding inclusive education in secondary schools in the Awi Administrative Zone, Amhara Region, Ethiopia. A quantitative descriptive survey design was employed, with 1,001 students and 182 teachers selected through simple random sampling from three secondary schools in Chagini, Injibara, and Dangila towns. Data were collected using a structured Likert-scale questionnaire assessing demographic characteristics, knowledge, attitudes, and policy implementation. Data were analyzed using descriptive statistics, independent-samples t -tests, and one-way ANOVA in SPSS Version 25. Female students demonstrated significantly higher knowledge and more positive attitudes toward inclusive education than male students, whereas male students reported marginally stronger perceptions of policy implementation. Among teachers, no statistically significant gender differences were found in knowledge, attitudes, or policy implementation. Similarly, neither class size nor teaching experience significantly influenced teachers’ knowledge, attitudes, or policy implementation practices. Overall, inclusive education implementation remains at a foundational stage, constrained primarily by limited teacher preparation and systemic barriers rather than demographic characteristics. Strengthening teacher training, awareness programs, institutional support, and community engagement is essential for advancing effective and sustainable inclusive education in Ethiopian secondary schools.