This qualitative study explored the lived experiences and perspectives of deaf students enrolled in mainstream secondary schools with sign language instruction in the Binga Rural District of Zimbabwe. The study aimed to investigate the facilitators and barriers to the meaningful participation and psychosocial wellbeing of these deaf students, in order to inform more effective inclusive education policies and practices in the rural Zimbabwean context. The study adopted an interpretivism research philosophy and a phenomenological design. Data was collected through in-depth, semi-structured interviews with 10 deaf student participants, 3 teachers and 2 parents. Thematic analysis was used to identify key themes. The findings revealed that deaf students in rural mainstream schools faced significant challenges, including social isolation, communication barriers and limited access to appropriate educational accommodations. However, the support and acceptance from the deaf student community emerged as a critical facilitator of their psychosocial well-being. The provision of sign language instruction was unanimously highlighted as vital for promoting the inclusion and academic success of deaf students. The study underscores the urgent need for more comprehensive inclusive education policies, increased funding and tailored teacher training programmes in rural schools in Zimbabwe. Strengthening the implementation of inclusive practices and ensuring the availability of specialized support and accommodations are crucial to ensuring the meaningful participation and holistic development of deaf students in the education system.