School leaders wear many hats, navigating a complex landscape while shouldering the immense responsibility of shaping the futures of all their students. As Irena Ivanović, Principal at High School Čazma in Croatia, aptly puts it, “The law says I’m the leader and manager of the school responsible for teaching, learning, legal matters, finances, and seemingly everything in between.” Yet, amid these diverse responsibilities lies another critical duty: fostering inclusion.
Inclusion doesn’t happen automatically in our societies or schools. It requires intentional effort and care from school leaders, who play a pivotal role in cultivating a welcoming and inclusive environment where every student feels valued and empowered to learn. Unfortunately, in many countries across Central and Eastern Europe, the Caucasus, and Central Asia, school leaders often find themselves inadequately prepared for the challenges they face daily. Furthermore, they frequently lack the autonomy necessary to implement meaningful change. Transforming education systems toward inclusivity demands a collaborative approach that not only builds leadership skills but also fosters a shared vision for inclusive education—one that motivates both students and staff alike.
While there are numerous inspiring examples of inclusive leadership in the region, we must not rely solely on charismatic individuals. The tremendous responsibility these leaders carry must be met with sufficient training and support. Historically in the region, educational exclusion has disproportionately impacted children with disabilities. Although significant strides have been made to address this legacy, exclusion based on ethnicity and language remains a pervasive issue. The ongoing war in Ukraine and the resultant influx of refugees into schools have only exacerbated these challenges. For instance, in Poland, 25% of classrooms now include at least one Ukrainian migrant or refugee student.
Such persistent societal and political challenges demand that school leaders become activists and changemakers. Gorincioi Valeriu, principal of a high school in Moldova, shared his experience of welcoming a student from Odessa who relocated for safety reasons. “It made me reflect on the privilege we have to offer a secure educational environment,” he said. “This moment reminded me of the importance of empathy and flexibility, especially in the face of such challenging circumstances. We are committed to supporting this student both academically and emotionally to help her integrate into our community.”
However, leaders’ understandings and attitudes toward inclusion vary significantly. Our surveys across seven countries in the region for the report Lead for Inclusion , created in collaboration with UNESCO’s Global Education Monitoring Report, revealed that in Kyrgyzstan, a narrow definition of inclusion focused solely on students with special educational needs persists. Meanwhile, in Estonia and Slovenia, school leaders express mixed views about the feasibility of true inclusion. Concerns around teacher workload, inadequate training, and insufficient resources often hinder the implementation of inclusive policies and practices.
These findings underscore the need for countries to reflect on the contexts they create and whether they truly support school leaders in championing inclusion. A critical point that emerged from our discussions with school leaders pertains to recruitment practices in education. If we aim to cultivate school leaders who genuinely value inclusion, we must ensure that hiring processes reflect this commitment. While nine out of ten countries in the region employ open and competitive recruitment processes for school leaders, few assess candidates’ attitudes toward inclusion or their propensity for inclusive practices. Consequently, essential skills related to inclusive leadership are often treated as secondary considerations, with core values and competencies relegated to in-service training.
Championing inclusion in schools is no small feat, as leaders frequently encounter resistance from colleagues and community members. To empower school leaders to lead effectively, they need comprehensive preparation—not just on inclusion but across the board. Alarmingly, many begin their roles without pre-service training, receiving no opportunity to acquire new skills or refine existing ones. Even when training on inclusion is offered, it often occurs after they’ve already assumed their responsibilities, compounding their workloads. A positive example can be found in Slovenia, where school principals are required to complete a compulsory module on inclusive education.
Moreover, while building a collaborative team is foundational to inclusive practice, only one-third of training programs emphasize collaboration. This gap cannot be overstated. By sharing responsibilities with teachers, support staff, parents, and the broader community, school leaders can foster a culture of respect for diversity. Without training in collaboration, they risk becoming isolated change agents with blind spots in their ability to effect real change.
A significant barrier to implementing inclusive practices that surfaced in our research was parental resistance. In nearly all eight focus countries examined in our report, school leaders reported facing challenges from families of children with special educational needs regarding inclusion in mainstream schools. In Poland, school leaders pointed to the absence of external support systems to mediate and resolve potential conflicts with families.
Despite these challenges, there are bright spots. One Croatian school has excelled in welcoming Roma students, who often do not speak Croatian at home. By engaging the expertise of the entire school community and educating staff on the challenges Roma students face, the school leader succeeded in fostering an inclusive environment. This innovative approach led to the development of a handbook on teaching Croatian as a foreign language, which was subsequently shared with other schools as a valuable resource.
Similarly, in Poland, school leaders have shown remarkable flexibility and adaptability in responding to the needs of Ukrainian refugees. Some have transformed their schools into supportive community hubs for Ukrainian families, organizing cultural days and offering professional development for teachers focused on cross-cultural communication and trauma-informed care.
These examples demonstrate that the leadership style adopted by school principals can significantly influence the creation of cohesive, inclusive learning environments. The support they receive is equally important; it can either empower them to drive change or hinder their efforts. Given the daily challenges school leaders face—and the trust placed in them by parents when they drop their children off at school—they deserve robust support through inclusive recruitment practices, comprehensive training on inclusive leadership and collaboration, and adequate resources.
Schools serve as microcosms for the future world we aspire to create. By supporting school leaders in their quest for inclusivity, we can build a more equitable and just education system for all students. Engaging, training, and empowering school leaders to champion inclusive practices is not merely beneficial—it is essential for fostering an environment where every child has the opportunity to thrive.