Transforming a Public Primary School into a "School for All": A Qualitative Case Study of Inclusive School Leadership in Greece

Inclusive education is increasingly recognized as a comprehensive school-wide process necessitating enduring organizational, pedagogical, and cultural transformation rather than discrete interventions. This study examines the implementation of a "School for All" strategy in a Greek public primary school, emphasizing inclusion as a dynamic and context-dependent process influenced by leadership and systemic factors. This research employs a qualitative single-case study approach, utilizing practice-based data such as documented school initiatives, organizational practices, and reflective professional experiences to investigate the implementation of inclusive principles across various aspects of school life. The findings underscore the establishment of a collective professional culture among educators, student-centric educational approaches that foster engagement and inclusivity, organized collaboration with families, and alliances with the broader community as essential components of inclusive transformation. The study concurrently finds enduring issues associated with staff volatility, accountability demands, infrastructural deficiencies, and overarching socio-economic factors that influence the opportunities and limitations of inclusive growth. This discourse contextualizes the findings within the global literature on inclusive education, comprehensive school strategies, and equitable leadership, highlighting inclusion as a negotiated and non-linear process. The study offers a contextually grounded account from a Greek public school, contributing practice-based insights to international discussions and highlighting the significance of leadership, collaboration, and institutional support in promoting inclusive education.