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District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love

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Title: District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love
Language: English
Authors: Chelsea P. Tracy-Bronson (ORCID 0000-0003-2840-9214)
Source: Journal of School Leadership. 2026 36(3):321-348.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: School Districts, Leadership, Inclusion, Moral Values, Ethics, Equal Education, Sense of Belonging, Students with Disabilities, Public Schools, School Administration, Superintendents, Administrator Attitudes, Educational Practices
Geographic Terms: Virginia, Vermont, California, Arizona, Maryland
DOI: 10.1177/10526846251385403
ISSN: 1052-6846
Abstract: The purpose of this article is to understand the experiences, habits, and educational practices of district-level leaders who operate with a moral and ethical dimension to lead their inclusive school districts that include students with disabilities who have complex needs. This research study is grounded in a conceptual framework centered on inclusive education, leadership as a habit of the heart, and existing theories of leadership for social justice and disability studies in education. A qualitative research methodology was employed, utilizing in-depth interviews, analysis of district documents, and debriefing of interview transcriptions to understand the lived experiences and practices of seven district-level special education leaders who implemented inclusive educational practices. Findings reveal that participants were guided by an internal moral compass, developed a strong sense of responsibility for all learners, and facilitated dialogue around core values and beliefs to shift educational practice toward greater inclusion. These district leaders demonstrated that being an active agent of change required staying true to their moral and ethical commitments of inclusion, equity, and belonging. They led with inclusive habits of the heart, intentionally guided others toward inclusive practices, and worked to align district practices with the principles of equity and belonging--ultimately increasing inclusive opportunities for all students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502299
Database: ERIC
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  Data: District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love
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  Data: <searchLink fieldCode="AR" term="%22Chelsea+P%2E+Tracy-Bronson%22">Chelsea P. Tracy-Bronson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2840-9214">0000-0003-2840-9214</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2026 36(3):321-348.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink><br /><searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink>
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  Data: 10.1177/10526846251385403
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  Data: 1052-6846
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  Data: The purpose of this article is to understand the experiences, habits, and educational practices of district-level leaders who operate with a moral and ethical dimension to lead their inclusive school districts that include students with disabilities who have complex needs. This research study is grounded in a conceptual framework centered on inclusive education, leadership as a habit of the heart, and existing theories of leadership for social justice and disability studies in education. A qualitative research methodology was employed, utilizing in-depth interviews, analysis of district documents, and debriefing of interview transcriptions to understand the lived experiences and practices of seven district-level special education leaders who implemented inclusive educational practices. Findings reveal that participants were guided by an internal moral compass, developed a strong sense of responsibility for all learners, and facilitated dialogue around core values and beliefs to shift educational practice toward greater inclusion. These district leaders demonstrated that being an active agent of change required staying true to their moral and ethical commitments of inclusion, equity, and belonging. They led with inclusive habits of the heart, intentionally guided others toward inclusive practices, and worked to align district practices with the principles of equity and belonging--ultimately increasing inclusive opportunities for all students.
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  Data: EJ1502299
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        Value: 10.1177/10526846251385403
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      – Text: English
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        PageCount: 28
        StartPage: 321
    Subjects:
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Leadership
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      – SubjectFull: Inclusion
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      – SubjectFull: Moral Values
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      – SubjectFull: Ethics
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      – SubjectFull: Equal Education
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Public Schools
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      – SubjectFull: School Administration
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      – SubjectFull: Superintendents
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Educational Practices
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      – SubjectFull: Virginia
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      – SubjectFull: Vermont
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      – SubjectFull: California
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      – SubjectFull: Arizona
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      – SubjectFull: Maryland
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      – TitleFull: District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love
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