This survey examined the implementation of participation strategies to enhance inclusiveness of workplaces in the public and private educational systems in Lagos State, Nigeria for mental health service users. The study employed a multistage sampling technique to select 346 school administrators. The survey was largely quantitative, but three open-ended questions subjected to qualitative analysis were included to add depth to the analysis. Data were analyzed using descriptive, bivariate inferential and multivariate statistical methods. The results described only a minimal adoption of a collaborative strategy in schools. Private and public schools minimally engage in networking and cooperative structures. It was revealed that anti-stigma programs for prevention and intervention were in place in both private and public schools. A discrepancy in the government level of support was observed in private and public schools as governments tend to focus more on public schools. The findings established that information, psychoeducation, advocacy and referral/treatment significantly predicted inclusive outcomes in the two settings. However, school-type was significant in explaining variations in treatment/referral. Public schools have a higher treatment rate than private schools in the three study areas. More so, the hypothesis test results established a statistically significant mean difference between the networking and cooperative structures adopted by private and public schools with public schools dominating. Only the presence of cooperative structures accounted for the difference. Overall, it was found that the implementation of the inclusive framework (collaborative strategy) does not meet the objectives stipulated by the Federal Ministry of Health (FMoH, 2019) Human Resources Health (HRH) guidelines because the necessary structures and programs are lacking. There seems to be a power imbalance between mental health agencies and schools in program execution, with schools being a more passive consumer of mental health services as revealed in the qualitative data. It was recommended that both government and citizens have a role to play in fostering inclusion. The study highlighted the need for schools’ active involvement in programs planning for the effectiveness and continuity of this initiative.