Education sectors in Myanmar show clear barriers for persons with disabilities (PWDs) and LGBT individuals. Many face rejection during enrollment due to their identity or disability. Teachers often display negative attitudes, reinforcing traditional gender expectations. Such biases manifest in differing treatment, with PWDs being excluded from activities due to misconceptions about their capabilities. As a result, many LGBT and disabled individuals lose educational opportunities. The report stresses the importance of inclusive teaching strategies and accessible learning environments to overcome these systemic barriers.