With global calls for inclusive education, grounded in the no child is left behind ideology and zero exclusion in schools, this chapter argues firmly for adoption of teaching for social inclusion (TfSI) as a democratic, transformative pedagogy. Following COVID-19 pandemic-induced disruptions to schooling, and SDG agenda, TfSI can be intentionally deployed to meet the diverse educative and social needs of all learners. TfSI emphasises helping learners value differences, foster empathy, and develop feelings of care and community. Teachers strive to address social injustices, dispel prejudices, and establish a safe, welcoming and fair learning environment. TfSI helps dismantle intentional barriers and thus lays the groundwork for creating a more inclusive society by including varied standpoints in school curriculum and practice, recognising each student's unique experiences, promoting hopeful communication and fostering empathic inclusive practice. Enactment of this transformative approach fosters environments of mutual respect and understanding while empowering students with the accoutrements to become independent, resilient and lifelong learners in the global community. Using social justice theory and critical pedagogy, the chapter outlines the definition, principles and benefits of TfSI and provides a contextual justification for its practice in Ghana and relationship with SDGs, particularly SDG4. We identify evidence-based practices, teacher dispositions and roles critical to promote social inclusion. We finally present implications of TfSI in creating a more socially transformative inclusive education.