This article examines the pedagogical and psychological features ofcreating an inclusive environment in general secondary schools. The study analyzeskey aspects such as students’ psychological development, learning motivation,group work, and individual approaches. The results indicate that inclusive educationpromotes both social and academic development, fosters empathy and socialacceptance among students. Furthermore, teachers’ pedagogical skills andclassroom management techniques are identified as crucial factors determining theeffectiveness of the inclusive environment. The findings can be useful for theeffective implementation of inclusive education in schools and for developingrecommendations for teachers and psychologists.