This research report from GLSEN offers an overview of research on “inclusive learning,” clarifying how state policies and curricular standards, local curriculum, and individual educators’ practices can shape whether or not students receive inclusive instruction. Inclusive learning refers to instruction, instruction material, and other learning resources that reflect students and their experiences, acting as a window for understanding the experiences and perspectives of those who possess different identities. The report assesses progress made in advancing policies and practices that support LGBTQI+ students and clarifies the different levers available to affect change. It synthesizes 20 years of research, including National School Climate Survey data. This resource is useful for any educational stakeholders interested in increasing the inclusivity of their work.