Leading inclusive culture change: Drivers and constraints across self, school and system

Whilst education policy in England emphasises inclusion as a core responsibility of mainstream schools, there is limited empirical understanding of the factors that shape inclusive culture change in practice. Qualitative data were collected from twelve schools in England that participated in an inclusion-focused programme, co-developed by a university and a local authority. An interpretivist approach was employed, with data collected through school tours, interviews and focus groups with senior leaders, teachers and support staff. These data were analysed thematically, with a focus upon drivers and barriers at the level of the individual leader – self , the level of the whole school, and the level of the wider system . Findings identify tension between strong moral commitment to inclusion at self and school levels, and systemic constraints that impact practice. Relational cultures, shared vision, and trust emerged as key enablers of change. In contrast, policy instability, performative accountability systems, and diminishing resources were experienced as significant barriers. The findings suggest that relational work is both a vital resource for inclusive practice and a source of emotional and professional strain within under-resourced systems. Sustainable inclusive culture change requires greater alignment between policy aspirations and the relational, ethical and material conditions needed to support implementation.