This research analyses the enactment of inclusion in Ghanaian High Schools using a scoping review and qualitative method. As Ghana works toward inclusive education aligned with global aspirations, understanding how inclusive policies are enacted in Senior High Schools across diverse contexts remains a critical challenge. The study examined existing practices, difficulties, and possibilities in increasing inclusion in Ghanaian High Schools. A detailed scoping assessment was done to map available literature on inclusion in the Ghanaian Senior High School curriculum. The research explored how inclusive policies are translated into reality, the experiences of varied learners, and the techniques enacted to enhance inclusion. Findings demonstrate a complicated inclusion environment in Ghanaian high schools, typified by various degrees of enactment and knowledge. While there is increased awareness of inclusive education ideals, problems exist in infrastructure, teacher training, and resource allocation. The report emphasises novel strategies developing in certain schools, like peer support networks and customised curricula, which show promise in promoting inclusive settings. This study adds to the understanding of inclusion in Ghanaian Senior High Education and gives insights to policymakers and educators. Recommendations are made to strengthen inclusive practices in high schools, highlighting the necessity for context-specific methods that correspond with Ghana’s cultural and educational realities.