Inclusive Principal Leadership from 1995 to 2024: A Systematic Literature Review

Numerous systematic reviews and studies have focused on the influence principals have on school improvement, but most of these studies have ignored the inclusion of students with special education needs. Building on the international attention to inclusion sparked by the 1994 Salamanca Statement, we have conducted a comprehensive review of empirical studies on principal leadership for inclusive schools published between 1995 and January 2024. Our search has yielded 38 studies across 13 countries. We have identified three areas of practice: (a) creating and sustaining a shared commitment to inclusion; (b) establishing and improving inclusive organizational conditions; and (c) building instructional and leadership capacity for inclusion. We have also identified 15 targeted practices. While most studies were focused within the United States, United Kingdom, and Australia, common practices and challenges are apparent in all parts of the world. We conclude with recommendations for future research, policy, and practice.