The aim of the study is to identify key psychological factors, risks and resources of inclusive higher education, as well as to determine priority directions for developing a psychologically safe and supportive inclusive environment in universities of Kazakhstan. The theoretical part presents a narrative review of international and national publications and a bibliometric analysis of a Scopus sample for 2004–2025 (n = 23) devoted to psychological aspects of inclusion in higher education. The analysis shows that this research area is actively developing, but remains relatively compact and geographically uneven, with the dominance of English-speaking countries and insufficient representation of the Central Asian context. Based on the review, the following core psychological constructs of inclusive higher education are identified: sense of belonging, academic self-efficacy, motivation, psychological safety, well-being, teachers’ readiness and the quality of the educational climate. The empirical part presents the results of a survey of 256 undergraduate students from one Kazakhstani university conducted using Google Forms. The author’s questionnaire included items on attitudes towards inclusion, expected academic and social effects, perceived barriers and resources, and willingness to participate in support programmes. Statistical data processing included descriptive indicators, cross-tabulations, Pearson’s χ² test and Cramer’s V coefficient. The results reveal a predominance of neutral attitudes with a noticeable share of support and a low level of explicit rejection of inclusion. Statistically significant associations of moderate strength were found between attitudes towards inclusion and belief in academic “equality of opportunity”, expectations of academic and social outcomes, willingness to participate in support and perceived group norms. Students report lack of time, methodological resources and special training among teachers, as well as a high demand for psychological support and digital tools. The findings can be used in designing psychologically oriented support programmes for inclusive higher education. The results confirm the need to move from a predominantly normative understanding of inclusion towards strategies that strengthen students’ sense of belonging, well-being and academic self-efficacy.