This study presents a critical literature review on the role of leadership in promoting inclusive educational environments. It argues that inclusive leadership is essential to guarantee equity and quality in diverse settings by overcoming structural and cultural barriers. The ongoing research analyses effective strategies such as teacher collaboration, curriculum adaptation, and community participation, while identifying challenges including resistance to change and lack of specialised training. The study highlights emerging perspectives, particularly the need for distributed and emotionally intelligent leadership that fosters school cultures based on social justice. This study adopts an interpretative qualitative methodology structured in three phases: (1) identification of inclusive leadership practices in diverse educational settings, (2) analysis of teachers' perceptions about leadership's impact on inclusion and (3) exploration of pedagogical strategies aligned with legal and theoretical frameworks of inclusive education Three data collection techniques are used: participant observation and semi-structured interviews with key stakeholders, enabling triangulation that strengthens internal validity. The study emphasises the interaction between inclusion policies, transformational leadership practices, and special educational needs, providing empirical evidence for decision-making in real contexts. It concludes that while theoretical advances exist, their practical implementation requires flexible educational policies and sustained ethical commitment. This study contributes to academic debate by proposing an integrative framework for educational leaders in multicultural environments with diverse needs.
Montero-Ojeda et al. (Wed,) studied this question.