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This review investigates school principals’ attitudes toward inclusive education for students identified as having special educational needs and disabilities (D/SEN) through a thematic analysis of 39 studies published after 2009. Findings indicate that principals’ attitudes vary across positive, negative, neutral, and ambivalent stances, influenced by resources, professional development, community support, and demographic factors. Positive attitudes reflect commitments to social justice and collaborative leadership, while negative attitudes are often linked to resource limitations and concerns about teacher readiness. Neutral and ambivalent attitudes reveal the gap between inclusion ideals and practical challenges. Key factors shaping these attitudes include principals’ demographic traits, self-efficacy, job satisfaction, and support systems. The review highlights the importance of comprehensive training, policy support, and resources in enabling principals to advance inclusive school environments, aligning with broader human rights goals. Limitations and future research directions are also discussed.
Tsirantonaki et al. (Mon,) studied this question.