Abstract
This qualitative multiple-case study examines how teachers and school leaders enact inclusive climate pedagogy in low-resource, climate-vulnerable public secondary schools in Khyber Pakhtunkhwa, Pakistan. Drawing on semi-structured interviews (n = 16), 24 h of classroom observations and document review, the Context-Responsive Inclusive Climate Education Framework (CRICEF) was developed to explain how access, participation and learning equity are co-produced through interactions among structural constraints, pedagogical agency and relational leadership. Findings show (1) emergent teacher-driven pedagogical principles (ethical inclusivity; place-based contextualisation; pedagogical flexibility; relational responsiveness); (2) structural barriers (assessment pressures, material scarcity, policy incoherence) which normalise climate disruption; and (3) leadership as a central mediating domain enabling or constraining inclusive practice. The paper argues for curriculum, teacher development and governance reforms that treat climate vulnerability as a routine condition for inclusion. Implications for policy and school-level practice are discussed.