This research paper delves into the realm of educational inclusivity by focusing on the unique learning needs of slow learners in higher education. Recognizing that diverse cognitive abilities exist among students, the study seeks to identify, support, and empower slow learners through tailored teaching pedagogies. The research conducted a comprehensive assessment of cognitive abilities, including quick learning, critical thinking, problem-solving, analytical and logical skills, and communication aptitude, to identify slow learners. Furthermore, mentors were assigned to provide individualized support, and specific teaching strategies were employed to target the identified weaknesses.The findings reveal that when teaching pedagogies are customized to address the specific needs of slow learners and when individualized mentorship is provided, these students exhibit significant improvements in their academic performance and confidence levels. The research underscores the importance of creating a conducive learning environment that accommodates diverse learning needs and highlights the need for ongoing assessment and tailored interventions to bridge the gap between slow and fast learners.In conclusion, this study offers valuable insights into the enhancement of academic performance and overall confidence among slow learners. It advocates for the implementation of customized teaching strategies, mentorship programs, and continuous assessments in higher education institutions to foster inclusive learning environments where every student can thrive.