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In the HEAD project (Erasmus+ 2019-2022), inclusive school culture refers to an environment where diverse needs of all learners are constantly addressed, through increasing participation in learning, cultures and communities, and reducing exclusion within and from education.  

This process requires inclusive school leaders who can identify challenges and create and support inclusive school policies and practices through democratic school governance and cooperation with stakeholders.  

School principals’ role in fostering inclusive school culture is often underestimated. Creating an inclusive school culture is a complex process involving many factors, and school principals need quality and substantial professional support to build the necessary competencies. 

To address the lack of professional development offer for school principals related to inclusive education, the HEAD project: 

• illustrating the national educational contexts, approaches and methods of school leadership professional development in Slovenia and the Netherlands. 
• Designed a five-module training programme based on best practices from Slovenia and the Netherlands. 
• Piloted the programme with 60 school principals in Croatia and North Macedonia. 
• Provided advocacy tools for policy outreach. 

The programme’s effectiveness was measured through an . Key findings, along with Policy Labs that brought together a group of interested stakeholders (policymakers, academics, NGOs and principals), formed a foundation for creating policy roadmaps for both and that focus on key actions to support inclusive school leadership and practical recommendations and steps for empowering school principals. 

“After this training, the school will gain a different, possibly a more modern way of perceiving all the activities of the inclusive team”

Alvin Salimovski, primary school principal

“The significance of this project is great because we cannot expect our teachers, students and parents to gain such knowledge if we ourselves do not possess the inclination and ability, attitudes and skills, first as human beings, then as professionals, and third as leaders, to make all that possible for ourselves.”

Izeta Babačić, primary school principal