<![CDATA[Inclusive teaching requires instructional responsiveness that supports participation without separating learners by ability or background. This comparative study examined teacher support, differentiated instructional responsiveness, and academic belonging across six Southeast Asian education systems using publicly available PISA 2022 indicators. Student-reported teacher interest, extra help, school belonging, loneliness, and outsider status were analysed descriptively against OECD reference values, with country-level pattern comparison used to identify configurations of support and participation. Teacher interest ranged from 57% to 79%, while extra help ranged from 64% to 86%. Belonging ranged from 73% to 86%, showing that strong social connection did not always coincide with the highest instructional-support indicators. Indonesia displayed high belonging despite below-OECD teacher-support measures, whereas Singapore combined very high extra help with belonging slightly below the OECD benchmark. The results indicate that inclusive participation depends on both instructional responsiveness and relational school conditions. Policy attention should connect teacher preparation for differentiation with routines that cultivate belonging, reduce exclusion, and sustain active participation among diverse learners.]]>
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