Inclusive practice is a cornerstone of contemporary education and care policy in the United Kingdom, underpinned by statutory frameworks such as the SEND Code of Practice and the Care Act (2014).
Leadership is pivotal in shaping how education professionals experience and respond to change, particularly in contexts marked by policy reforms, curriculum shifts, and global uncertainties such as post-pandemic recovery and evolving UK government policies.
Educational leadership is typically defined as the capacity to influence others toward shared institutional goals (Hayat, 2024; Northouse, 2023).