The Namibian inclusive education policy's response to gender nonconforming learners

The provision of education to children is a human right that most countries including Namibia are trying achieve. Hence, through educational inclusion, educators strive for removal barriers within systems all learn. purpose this study was explore how the Namibian inclusive (IE) policy responds gender non‐conforming learners. Drawing upon Social Identity Perspective (SIP) and interviews with four officers employing transformative case study, revealed IE does not clearly pronounce itself on inclusion further discovered culture, religious beliefs, lack training information non‐conformity as factors preventing teachers interpret statement in relation non‐conformity. recommends have clear guidelines handling issues schools. programmes in‐service teacher integrate content sexuality diversity. Moreover, training, should provide correct curb discrimination towards learners school communities.