Both Nigeria and South Africa are part of the dominant policy discourse on inclusive education, anchored on global frameworks of the Rights of Persons with Disabilities, and inclusive and equitable education for all (Sustainable Development Goal 4). However, neurodiverse learners (including those with autism, intellectual disabilities, communication disorders, attention-deficit/hyperactivity disorder (ADHD), specific learning disorder, and tic disorders) have faced persistent challenges regarding inclusive education in both countries. Current literature highlights how cultural diversity impacts inclusive practices, necessitating a comparative study of cross-cultural dynamics of barriers to neurodivergent learners’ inclusion. Drawing on the Ecological System Theory (EST), this study sought to compare teachers' narratives regarding inclusion of neurodiverse learners in Nigeria and South African schools. The study adopted a comparative qualitative research method. One-on-one interview was used to collect data from 16 (8 Nigerian and 8 South African) teachers, using a researcher-developed semi-structured interview schedule. Comparative Qualitative Analysis (CQA) was employed for an inductive content analysis of data. Findings showed that teacher factors (training, stereotypes about autism, professional competence), school factors (school leadership, resources, and school culture), cultural factors (community attitudes and cultural norms), and systemic factors (policy to practice gaps, and Resource allocation) were critical influences on inclusion of neurodivergent learners. While both countries face similar challenges in teacher training, cultural stigma/prejudices, differences were noticed in policy implementation and community involvement, favouring South African teachers. It found that such differences may have accounted for higher endorsement of inclusion of neurodiverse learners by South African over Nigerian teachers. Further, stronger knowledge of policy and resources was found in South-African teachers over Nigerian teachers, highlighting the contextual nuances. It is concluded that policy adoption alone cannot ensure inclusion, but also multi-layered culturally responsive strategies to address barriers to genuine inclusion for neurodiverse learners in low- and middle-income countries. By contributing to comparative inclusion research, this research offers actionable insights for policymakers, teachers, and advocates for neurodiverse learners’ inclusion in mainstream schools.

Keywords: Autism, cultural diversity, ecological system theory, neurodiversity, inclusive education, mainstreaming, Nigeria, South Africa.