This research examines the understandings and practices of inclusive minded principals toward facilitating the development of inclusive school environments for intermediate level (Grade 7 and 8) students who are experiencing behavioural problems in their schools. Qualitative interviews with 16 principals across 4 school districts were conducted to explore how these inclusive minded principals conceptualize and understand the needs of this particular group of students, and what they consider to be their roles and responsibilities as principals in meeting these needs. The data suggest that despite the number of barriers that serve to hamper principals’ efforts to develop the ideal inclusive school, there are a great many strategies principals intentionally use to facilitate change toward more inclusive school cultures and pedagogy. These strategies emanate from, and are reflective of, an inclusive philosophy that is common among participants. Principals’ individual philosophies and ideologies serve as a compass in guiding decision-making and actions that affect staff, students, and the wider school community. In an inclusive school, these ideologies are reflective of the principles of inclusion, such as the need to create a culture of care wherein all students feel valued, supported, and experience a sense of belonging and individual self worth. The implications of this research toward improving the schooling experiences of students with behavioural problems as well as other marginalized groups of learners are discussed in the context of the call for a re-culturing of schools toward more inclusive environments.

This research examines the understandings and practices of inclusive minded principals toward facilitating the development of inclusive school environments for intermediate level (Grade 7 and 8) students who are experiencing behavioural problems in their schools. Qualitative interviews with 16 principals across 4 school districts were conducted to explore how these inclusive minded principals conceptualize and understand the needs of this particular group of students, and what they consider to be their roles and responsibilities as principals in meeting these needs. The data suggest that despite the number of barriers that serve to hamper principals’ efforts to develop the ideal inclusive school, there are a great many strategies principals intentionally use to facilitate change toward more inclusive school cultures and pedagogy. These strategies emanate from, and are reflective of, an inclusive philosophy that is common among participants. Principals’ individual philosophies and ideologies serve as a compass in guiding decision-making and actions that affect staff, students, and the wider school community. In an inclusive school, these ideologies are reflective of the principles of inclusion, such as the need to create a culture of care wherein all students feel valued, supported, and experience a sense of belonging and individual self worth. The implications of this research toward improving the schooling experiences of students with behavioural problems as well as other marginalized groups of learners are discussed in the context of the call for a re-culturing of schools toward more inclusive environments.