Inclusive education has become a core principle in contemporary educational discourse. Nevertheless many classrooms continue to face challenges in addressing both gender equality and disability inclusion in meaningful ways. Despite policy-level advancements, there is limited understanding of how teachers personally engage with these issues in their everyday practice. This study addresses the gap by exploring how primary and secondary school teachers construct and interpret inclusion practices related to gender and disability in educational environments.

The main objective of this qualitative research was to uncover the values, experiences, and decision-making processes that shape inclusive teaching approaches. Using a narrative inquiry methodology, data were collected through semi-structured interviews with 12 teachers in Lithuania. While the study aimed to include participants from diverse school contexts and teaching roles, selection was influenced by accessibility and participants’ availability, following a purposive-convenience sampling approach. The survey revealed how teachers talk about diversity and inclusion in their schools. The attitudes towards gender and disability inclusion were discussed and practical insights shared. The research further explored how storytelling is used to raise awareness of diversity, both in the context of personal experiences and pedagogical practices. Attention was also given to whether teachers discuss these issues with colleagues and whether they feel supported by the school management, especially when their own gender or disability identity becomes relevant.

The teachers' narratives revealed their personal and professional experiences, the meanings they give to inclusion, and how their identities are shaped in the context of various diversity challenges. The study showed how inclusion is lived and reflected upon in everyday school life, from personal beliefs to practical solutions in the classroom. These insights can enrich further research on diversity and inclusion in the school environment and contribute to the development of more context-sensitive solutions for teacher training and curriculum development.

Keywords: Inclusive education, gender, disability, narrative inquiry, teacher perspectives.