Abstract:
This study addresses the serious issue of violence in inclusive school settings, which impacts the safety and well- being of students, especially learners with special needs. The purpose of the study was to explore the relationship
between the level of equality, acceptance, and engagement of learners with special needs and acts of violence in
inclusive schools. The method used was a quantitative descriptive approach, with data collection through an online
questionnaire involving 110 respondents. Data were analysed using multiple linear regression with SPSS software. The
results showed that 65% of respondents agreed on equality, 89% expressed acceptance, and 89% were involved in
school activities. A decrease in acts of violence was reported by 51% of respondents. Statistical tests showed that
acceptance (p = 0.039) and involvement (p = 0.003) had a significant effect on violence reduction, while equality
showed no significant effect (p = 0.442). The coefficient of determination (R²) showed that 30.9% of the variation in
violence reduction could be explained by these three variables. This study emphasises the importance of acceptance and
engagement in creating an inclusive and safe school environment for all students
