Skuleleiarar sitt arbeid med inkluderande praksis – spenningsfeltet mellom intensjon og praksis

This article explores how school leaders work to develop inclusive practices in a Norwegian municipality. Based on interviews and observations, the study uses a qualitative design and reflexive thematic analysis. Findings show that school leaders play a key role in creating a shared culture for inclusion through reflection, collective values, and professional collaboration. The study highlights tensions between policy and practice and shows how leaders may support inclusive education through cultural and structural initiatives.