Language policy plays a crucial role in shaping educational outcomes in multilingual African contexts like Zimbabwe. The research employs action research methodology, involving direct engagement with stakeholders including teachers, students, and policy-makers. Data collection includes surveys, interviews, and observations. Findings indicate a significant positive correlation between the implementation of inclusive language policies and improved academic performance across all linguistic groups in Zimbabwean schools. The study concludes that effective language policies are pivotal for equitable education outcomes and recommends their widespread adoption to enhance educational inclusivity. Immediate policy reforms should prioritise the development and enforcement of bilingual or multilingual curricula, with regular assessments to monitor progress.