Intersectionality in Inclusive Education: Exploring Gender, Caste, Disability, and Mental Health in Policy Frameworks

Abstract Inclusive education aims to provide education to all by providing equal access and equal opportunity, yet the intersection and compounded disadvantages faced by people of multiple marginalized identities such as gender, caste, disability, and mental health limits these access and participation. Traditional education policies tend to adopt a one-dimensional approach to inclusive education, failing to address the compounded disadvantages faced by students at these intersections. This paper critically reviews the global and Indian policy frameworks through the lens of intersectionality, highlighting the progress and the gaps within inclusive education and mental health support in education systems. The review draws upon from international frameworks such as UNESCO Salamanca Statement and Indian policies like NEP 2020 to identify the key policy gaps that contribute to continued exclusion. Findings suggest that while the frameworks recognize the importance of inclusive education for all, they rarely integrate the solutions in an intersectional manner. The paper recommends a more nuanced policy approach that incorporates the culturally responsive interventions, training of educators, special pedagogies and improvements emphasizing holistic mental health support with targeted interventions for marginalized groups. The review contributes to a broader discourse on inclusive education and mental health that advocates for an intersectional approach that can inform future policy making and implementation strategies. Keywords: Inclusive education, Intersectionality, Mental Health, and Policy frameworks