This scoping review aimed to discover the environmental factors that make the schools more inclusive for all students. With this goal, a scoping review was conducted and three databases of PsychInfo, ERIC, and CINAHL were searched to collect data from the psychology, education, and health fields. The framework of Arksey & O`Malley (2005) was followed step by step to achieve a transparent scoping review. A total of 1463 studies were screened and eliminated with predefined eligibility criteria. Remained three studies presented four different intervention methods and enabled a comparison between school personnel-mediated, child-mediated, and peer-mediated implications. Four factors were revealed: knowledge of students with autism, coaching for adults and peers, implementation of strategies/ instruction quality, and social skill-building training to target children with autism where their various levels of effectiveness were discussed. Finally, after specifying the strengths and remarkable limitations of this study, future suggestions were discussed. Overall, even with the scarcity of obtained data, the current systematic review showed that both peer-mediated and school personnel-mediated interventions can contribute to the inclusiveness of school ecology for whole students. However, due to the complex organizational structure of human development, it is difficult to predict the exact factors leading to the acquired consequences. Therefore, in addition to the proximal processes, investigating psychological aspects on the individual level, such as assessing the sense of belonging, would be beneficial for gaining a wider perspective regarding the quality of observed change.