The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world. •Teachers generally hold positive attitudes towards including children with disabilities in mainstream schools.•Interplays between cultural and demographic factors moderate the strength of these attitudes.•The cultural moderators suggest that interventions must be adapted to specific parts of the world.