ABSTRACT This study explored primary school teachers’ perceptions and experiences of inclusive education within a mainstream setting in Southern England. Using a phenomenological approach, semi-structured interviews were conducted with seven teachers from diverse career stages and roles within a single primary school. Thematic analysis revealed four key themes: (1) An Individualised Approach, emphasising personalised teaching strategies; (2) Know Your Limits, highlighting systemic constraints; (3) It's Who We Are, underscoring the importance of school culture; and (4) Experience Builds Knowledge, reflecting the role of professional growth in inclusive practice. Findings indicate that teachers’ implementation of inclusive education is shaped by a complex interplay of individual approaches, systemic limitations, school culture, and professional experience. The study contributes to the field by providing a nuanced understanding of teachers’ lived experiences, interpreted through multiple theoretical lenses including Social-Ecological Systems Theory and Critical Theory. Implications span classroom practice, school leadership, policy development, and teacher education, emphasising the need for a holistic, ecosystem-wide approach to inclusive education. The research highlights the importance of ongoing professional development, supportive school cultures, and policy alignment in fostering effective inclusive practices. Limitations include the small sample size and single-school focus, suggesting avenues for future larger-scale and longitudinal research.
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