This mixed-methods study explores the culture of inclusivity in Philippine public schools and its implications for student learning and mental health. Drawing on survey data from 28 teachers, semi-structured interviews with 8 teachers, and focus group discussions with 6 students, the research examines how educators conceptualize, enact, and experience inclusive practices. Majority reported familiarity with the concept of inclusivity, implementation varies across classrooms, with barriers such as large class sizes, limited resources, and insufficient training constraining consistent practice. The following are the recurring themes such as belonging, pedagogical strategies, engagement, mental health, systemic challenges, and pathways to improvement. Teachers emphasized differentiated instruction, accessible materials, and social-emotional learning routines as central strategies, while also noting the importance of cultural responsiveness and language-inclusive practices. Students reported that inclusive environments foster confidence, reduce anxiety, and strengthen peer support. Policy developments, including Republic Act No. 11650 and recent Department of Education orders, provide structural support but remain hindered by resource gaps and identification challenges for learners with disabilities. Findings underscore the transformative potential of inclusivity in enhancing both academic outcomes and psychosocial wellbeing, while also pointing to the need for sustained professional development, stakeholder collaboration, and culturally grounded approaches. This study contributes locally contextualized evidence to inform inclusive education policy and practice, emphasizing that inclusivity is not only a pedagogical imperative but also a foundation for equitable and holistic development.

Keywords: inclusivity, inclusive education, student well-being, social-emotional learning, Philippine public schools