How can we make our schools less mainstream, and more inclusive?: A case study of an inclusive setting

Abstract This study analyses the process of how a leader's inclusive vision is translated into practice by teachers, and experienced by students. Using a case‐study design, data was collected through semi‐structured interviews with 15 participants (1 Head of Inclusion, 4 teachers, and 10 students). Findings indicate that a clearly articulated inclusive vision from the leadership fostered a whole school ethos of shared responsibility, enabling staff autonomy, flexible curriculum adaptation, and deliberate efforts to reduce stigma through universal access to support strategies. Students across year groups described high levels of acceptance and a strong sense of belonging. The findings highlight the importance of a leader with a clear inclusive vision which cultivates and fosters an inclusive ethos promoting strengths‐based practices, collaboration, and flexibility within the curriculum which ultimately fosters a strong sense of belonging for all students. While the results are positive, further research is needed to better understand how to establish and maintain inclusive settings. This study highlights the potential of inclusive leadership but underscores the need for continued exploration in this area.