Haitembu, Rauna KeshemunhuMaarman, Rouaan2023-06-142023-06-142023Haitembu, R. K., & Maarman, R. (2023). The Namibian inclusive education policy’s responseto gender nonconforming learners. Journal of Research in Special Educational Needs, 23(2), 116-125. https://doi.org/10.1111/1471-3802.125841471-3802https://doi.org/10.1111/1471-3802.12584http://hdl.handle.net/10566/9078The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non-conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non-conforming learners.enTeaching and LearningInclusive educationGender studiesNamibiaDiversityArticle