The Constitution of the Republic of Slovenia guarantees equal rights and equal opportunities in education for all, irrespective of gender, nationality, social or cultural background, religion, political or other beliefs, educational attainment, social status, disability, or any other personal circumstance. Equality and non-discrimination are further articulated as foundational principles of the public education system in the White Paper on Education (1995). The White Paper on Education (2011) further emphasises fairness and, within this principle, the provision of equal educational opportunities. In addition to its constitutional and strategic documents, Slovenia has adopted a wide range of regulations addressing education, healthcare, environmental barriers, financial assistance, employment, and social inclusion. Relevant measures to ensure equal opportunities have also been incorporated into various national and sectoral development programmes. The Zakon o varstvu pred diskriminacijo provides additional safeguards for ensuring equal opportunities. In education, legislation governing the education of children with special educational needs (SEN) regulates the principle of equal opportunities in detail.

The Programski dokument za razvojno načrtovanje do 2033 serves as an expert basis for formulating strategic orientations and measures in education. The document emphasises the need to provide a safe and supportive learning environment for the optimal development of each individualveryone, one of the six priority areas identified.

In the curriculum document setting out the common goals Skupni cilji in njihovo umeščanje v učne načrte in kataloge znanj, five areas are defined as a shared responsibility of the entire education system: language, citizenship, culture and the arts; sustainable development; health and wellbeing; digital competence; and entrepreneurship. In the area of health and well-being, the document emphasises schools' fundamental role in supporting students' holistic development, which extends beyond learning support to include the systematic development of students’ capacity to care for their mental, physical, and social well-being.

Under the Zakon o organizaciji in financiranju vzgoje in izobraževanja, all public kindergartens and schools must establish a counselling service. These services provide counselling to children, pupils, apprentices, upper-secondary students, higher vocational college students, and teachers, and cooperate with professional staff and school leadership in planning, monitoring, and evaluating institutional development, as well as in implementing educational activities. They also play an important role in career guidance. Counselling services are specifically involved in planning and implementing individualised educational programmes for pupils and students with SEN. In addition, state budget funding supports learner competitions, a specific form of support for gifted learners, as well as other activities for gifted learners aligned with the current national framework. Sector-specific legislation further defines the scope and implementation of these activities.

The education of children with SEN is integrated into all relevant sector-specific legislation. This framework is complemented by several specialised acts, including the Zakon o celostni zgodnji obravnavi predšolskih otrok s posebnimi potrebami, the Zakon o usmerjanju otrok s posebnimi potrebami, and the Zakon o obravnavi otrok in mladostnikov s čustvenimi in vedenjskimi težavami in motnjami v vzgoji in izobraževanju. Together, these laws represent a significant step towards ensuring the conditions necessary for the realisation of an inclusive education paradigm, as they establish the basis for providing continuous support for children with special educational needs.

Special rights are also provided for members of the Italian and Hungarian national communities under the Zakon o posebnih pravicah italijanske in madžarske narodne skupnosti na področju vzgoje in izobraževanja, and for members of the Roma community, whose special rights are regulated in greater detail by the Zakon o romski skupnosti v Republiki Sloveniji. In addition, general education legislation governs the rights of children, pupils and upper-secondary students from vulnerable groups. The legislation specifically highlights gifted pupils and students; pupils and uppeer-secondary students with a migrant background or whose mother tongue is not Slovene; and pupils with learning difficulties.

At the tertiary level, the Zakon o visokem šolstvu defines higher education activities as including, in addition to the delivery of study programmes, a broad range of student support services provided by higher education institutions. The student support environment is designed to be proactive, open, safe, inclusive, and professional, with the aim of guiding, empowering, and informing students to ensure the successful and timely completion of their studies and their transition to the labour market. These services include library services; information, administrative, technical, professional, and management support; the operation of student residence halls; the organisation of regular sports and physical activity programmes for students; the promotion of a healthy and sustainable lifestyle among students and staff; and other forms of institutional support.