Inclusive Leadership in Education: A Literature Review of Benefits and Implementation Challenges

Abstract

Inclusive leadership has attracted growing attention in educational research in response to increasing student diversity and heightened demands for educational justice and equity. This article aims to review and synthesize the international literature on inclusive leadership in educational settings, with a particular focus on its benefits and the challenges associated with its implementation. The study employs a narrative literature review of scholarly publications from 2019 to 2025, encompassing empirical, conceptual, and policy-oriented works. The review indicates that inclusive leadership makes a substantial contribution to strengthening teacher agency, fostering an inclusive school climate, enhancing student engagement, and promoting more equitable socio-educational outcomes. Inclusive leaders are characterized by a commitment to justice, recognition of diversity, the active involvement of stakeholders in decision-making, and the cultivation of psychological safety within school environmen. Nevertheless, the implementation of inclusive leadership faces multiple challenges, including limited leadership capacity, structural and policy constraints, gaps between policy and practice, and cultural resistance to inclusive values. This article underscores that inclusive leadership is a systemic process that requires policy support, ongoing professional development, and an inclusive organizational culture.