School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

Education authorities can support this by:

  • developing specific policy on inclusive school leadership, taking into account the Supporting Inclusive School Leadership (SISL) project’s model of inclusive school leadership;
  • ensuring that governance and funding arrangements grant inclusive school leaders appropriate levels of autonomy to enable them to make decisions;
  • ensuring that policy measures support the recognition and status of inclusive school leaders in line with their potential role as change managers at national and regional policy level and in schools and their communities;
  • ensuring that policy supports learner-centred education and a culture of listening to learners and involving them and their families in decisions about their learning and progress (particularly at times of transition).

Project findings and outputs from the SISL project can be found in the project web area.