ABSTRACT
This qualitative descriptive study examined perspectives from 85 participants at the National Convening on Disability and Catholic Education, a 3-day gathering of Catholic school leaders, educators, and advocates. Using reflexive thematic analysis of structured roundtable dialogues, the study identified psychological and organizational factors influencing inclusive practice in faith-based school contexts. Five interrelated themes emerged: (a) the need for a coherent, nationally aligned inclusion framework; (b) educator beliefs and fear as determinants of implementation; (c) fragmentation across school and diocesan systems; (d) procedural barriers related to IDEA proportionate share; and (e) belonging as a central student outcome. Findings suggest that sustainable inclusion depends on the interaction of educator mindset, organizational coherence, and coordinated leadership structures. Implications include the importance of psychological safety, role clarity, and systems alignment when implementing inclusive practices in private school settings. The study contributes to the limited empirical literature on disability inclusion in faith-based education and identifies directions for future research on educator attitudes, organizational readiness, and student experiences of belonging.