Leadership Practices in Creating an Inclusive Learning Environment for Special Education: A Systematic Literature Review

Abstract

Inclusive education has become a fundamental priority within contemporary education systems, particularly in responding to the varied learning requirements of students with special educational needs (SEN). Although inclusive education is strongly supported through international and national policy frameworks, many schools continue to encounter challenges in converting inclusive ideals into effective day-to-day practices. Research consistently identifies leadership as a decisive element shaping the success or failure of inclusive initiatives. This systematic literature review brings together recent empirical studies examining leadership practices that support the creation of inclusive learning environments for students with special educational needs (SEN), with a focus on leadership strategies, implementation barriers, and organisational responsibilities. Following the PRISMA guidelines, 48 peer-reviewed journal articles published between 2022 and 2026 were sourced from the Scopus and Web of Science databases and examined through qualitative content analysis. Two primary themes emerged from the analysis: the role of leadership in promoting inclusive environments and the challenges involved in implementing inclusive practices for SEN students. The results indicate that inclusive practices are strengthened by visionary leadership, sustained organisational commitment, and collaborative engagement, whereas cultural, socioeconomic, and systemic limitations continue to hinder effective implementation. This review highlights the importance of school leaders adopting context-sensitive, resource-aware, and culturally responsive leadership approaches to achieve sustainable inclusive education. The findings provide valuable insights for policymakers, practitioners, and researchers aiming to enhance leadership capacity within inclusive education contexts.