The problem is neurodivergent students continue to experience exclusion and segregation resulting in a loss of social interactions, decreased academic growth and progress, and any decline in developmental growth in the all-inclusive classroom. The purpose of this qualitative participative action research was to develop strategies for neurodivergent students' inclusion in the all-inclusive educational classroom. The findings are important for lead teachers, administrators, and leadership to accommodate the needs of the neurodivergent population and stop the segregation of students due to behaviors in the all-inclusive classrooms. The research questions focused on what processes teachers and educational leaders contribute to the issue of segregation, the potential impacts of the organization in the segregation of neurodivergent students, the potential challenges, and benefits of addressing segregation, and what policies and procedural changes may be implemented to facilitate a better outcome for the all-inclusive classrooms. The population included 3300 full-time leaders, teachers, and administrators. Twelve participants participated in this research study. The data analysis procedure for the participative action research involved an analytical constant comparative approach. The results of the study provided four themes, and the key findings illuminated the inclusion of the neurodivergent population improves the interactions between neurodivergent students and neurotypical students. Neurodivergent students depend on teachers' use of modifications, interventions, and training in the all-inclusive classroom and support gained from organizational leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]