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If you knew one of your child’s friends smoked pot with her mom, would that worry you? If you knew another one of your child’s friends spoke in tongues, would that worry you more or less?

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

The effective school paradigm has dominated educational and political thinking concerning the nature of schools for the last two decades. This paradigm asserts that it is the characteristics of schools that are the important factors that influence academic achievement. It is a perspective that is the opposite of the view that was widely held in the 1960s and early 1970s; which placed a much greater emphasis on the social context. Explores weaknesses in the effective school paradigm, considers how adequately the effective school paradigm explains recent developments such as the events at Hackney Downs in the London Borough of Hackney, and stimulates a debate on how the social environment affects what happens inside schools.