This chapter critically evaluates the pertinence of inclusive education for marginalised and vulnerable groups in society with extensive focus on the necessity to create adaptable environment that accomplish the Education for All (EFA) objectives and SDG4. Marginalised and susceptible categories encompass those from low socio-economic backgrounds and students with physical and intellectual challenges who face significant barriers to accessing quality education. In this work, an intersectional approach was utilised to help address the overlapping issues that the vulnerable group often experiences including gender inequities, disability, and socioeconomic disadvantage. Practical strategies were scrutinised, discussed and presented as well. The emphasis was on creating inclusive educational environments, such as providing teachers with intersectional training, developing policies that consider multiple layers of disadvantage, and empowering strong cross-sector engagement. The paper also talked about the essence of building supportive and lucid learning environments that accommodate diversity, which consist of differentiated teaching and learning approaches and access to assistive devices. IE warrant that the marginalised and vulnerable population will have access to the unbiased educational experience, resources and the help they need if the education system prioritises fairness, social justice and diversity. In the conclusion part, recommendations that prioritise educational reforms are presented aiming to create an intense inclusive, fair, and accessible education system for all.