Gender identity is not a static concept; it changes over time. We need to accept and acknowledge that everyone deserves to be their authentic selves. Target 4 a of SDG 4 (Sustainable Development Goals) suggests the establishment of a gender-sensitive environment in educational institutions that will make students feel included, comfortable and safe. Education is recognised as a fundamental human right for all people in the Universal Declaration of Human Rights. The right to education is necessary for exercising other human rights. Unfortunately, even today, the transgender community continues to be one of India's most at-risk and disadvantaged social groups and is seriously lagging behind in all areas of human development indices, including education. In India, transgender students report high rates of victimisation and marginalisation inside educational institutions for various reasons, particularly due to ignorance of teachers, classmates, school staff and the authority. Such kind of victimisation has detrimental effects on their mental health. Understanding the existence of gender identities beyond the binary and discussing transgender, gender non-conforming, and non-binary identities in the classroom may foster an environment conducive to the development of all kinds of students. Therefore, the purpose of this article is to draw attention to the various difficulties in developing gender-inclusive classrooms and the formation of strategies to build the school as a safe and welcoming place for all students, irrespective of their gender identities. This is a qualitative study in which an inductive approach was adopted to explore the current research problem. Data was extracted from secondary sources such as various research articles, government reports, relevant websites, documentary videos, and news articles. After reviewing the existing literature, the study identified several barriers to establishing gender-inclusive school environments. It contributes to the ex