<![CDATA[Inclusive education seeks to provide equal learning opportunities for students with diverse physical, intellectual, emotional, and social conditions. However, inclusion requires classroom management that ensures not only access to learning but also fair participation, emotional safety, and positive interpersonal relationships. This study aims to analyze inclusive classroom management through three dimensions: fair and non-discriminatory management, the development of safe and respectful classroom climates, and constructive conflict resolution. This study employed a qualitative approach using a library research design. Data were collected through documentation of books, scientific journal articles, and educational publications published within the last ten years and analyzed using descriptive content analysis by identifying, grouping, comparing, and synthesizing relevant findings. The results indicate that differentiated instruction, curriculum adaptation, student-centered learning, reflective teaching, and technology integration support equitable participation and reduce learning barriers. Positive teacher-student relationships, collaborative learning, emotional support, tolerance, anti-bullying practices, and accessible classroom environments contribute to students’ participation, confidence, and psychological well-being. Furthermore, mediation, restorative practices, social-emotional learning, and collaborative communication strengthen interpersonal relationships and support constructive conflict resolution. The findings imply that inclusive classroom management requires teachers to integrate pedagogical, emotional, social, and conflict-management competencies. Educational institutions should therefore provide continuous professional development to strengthen teachers’ capacity to create fair, safe, supportive, and inclusive learning environments.]]>
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