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Advocacy for inclusive education has been connected with the United Nations’ global poverty alleviation guidelines, the Sustainable Development Goals, which appeal to countries to extend universal access to education, from primary to secondary schooling. In the Ghanaian context, the implementation of inclusive education in secondary schools has been under-explored. In this study, we adopted Ajzen’s theory of planned behaviour as a framework to explore demographic variables which could impact on teachers’ intentions to practise inclusive education in secondary schools. We recruited 457 teachers from five districts in one region in Ghana. T-test and analysis of variance were used to ascertain the association between demographic variables and intentions. We found no significant differences between participants based on school resourcing or location. However, participants in private schools had attitudes …