This article by Jasna Kovačević examines what it means to lead for inclusion in schools across Central and Eastern Europe, the Caucasus, and Central Asia, arguing that inclusive leadership is not an administrative task but a transformative practice rooted in empathy, collaboration, and a commitment to belonging for every child. Drawing on perspectives from seven countries, it highlights the persistent gap between inclusive policies and everyday school realities, as well as the challenges posed by limited resources, fragmented governance, and emotional labor. Kovačević shows how educators’ enthusiasm, creativity, and community partnerships help sustain inclusion despite systemic gaps, while stressing that individual goodwill cannot replace structural support. Ultimately, the article calls for stronger professional development, collaborative cultures, and system-wide alignment so that inclusion becomes the organizing principle of education rather than an exception.
