Abstract
Inclusive education in primary and secondary schools has gained global attention. Adolescent learners with special needs form a diverse group, varying in the severity of their conditions, socioeconomic status, family background, personality, and cognitive abilities. While these learners face challenges throughout their education, these intensify during adolescence as they navigate both developmental changes and their specific conditions. The study analysed 47 Scopus-indexed articles from an initial pool of 70 documents. The research revealed a multidisciplinary approach, combining medical and psychological foundations with insights from other fields. While research contributions came from multiple continents, Western nations dominated the literature. A significant research gap emerged, showing minimal scholarly output from Global South countries, highlighting a substantial knowledge production disparity. Additionally, there was a notable lack of educational research in this area. The study emphasises the pressing need for increased educational research in adolescent mental health and psychosocial support. Without a sufficient research foundation, educators and policymakers face challenges implementing evidence-based interventions and programmes. The paper advocates for more contextually relevant research, particularly in Global South (GS) countries, to address these gaps and improve psychosocial support for adolescent learners with special needs.