Community participation in school governance is a critical aspect of inclusive schooling practices that aims to enhance educational outcomes by involving parents and community members in decision-making processes. The research employs a comparative analysis approach, examining data from multiple schools across different regions of Djibouti. Qualitative methods include interviews with educators, parents, and local leaders to gather insights into community participation practices. Community participation in school governance is evident but varies significantly by region; for instance, in the northern part of Djibouti, there is a higher proportion (60%) of schools where parents are actively involved compared to the southern regions (45%). The findings suggest that community engagement can positively impact educational outcomes when structured and supported appropriately. Policy makers should consider implementing targeted support programmes to encourage broader community participation in school governance, particularly in areas with lower levels of active involvement.