Principals in Indian inclusive schools: bridge over troubled waters

Abstract

Purpose The international academic literature agrees that principals act as change agents and are vital in creating and promoting an inclusive school culture. In this article, the authors proclaim that Indian schools lack school leadership to accomplish inclusive education (IE) characterized by local needs. The article emphasizes the importance of school principals and discusses how principal vacancies, insufficient training and lack of autonomy jeopardize inclusive and equitable quality education in Indian schools. Contextualized policies, professional standards for principals, research that highlights principals' perspectives and autonomy for principals are required to strengthen principals, who are the primary advocates for IE, to create a more democratic, equitable and just society. Design/methodology/approach The authors base their arguments and opinions on the latest National Education Policy (NEP, 2020), data/statistics from various educational organizations in India, and research findings of global scholars. Findings The data and statistics show that principals in Indian schools do not receive the essential assistance to implement IE successfully. A lack of adequate data regarding the subject of debate is another point made by the authors. Social implications Understanding the hardships faced by Indian school principals would help readers recognize the leadership challenges for IE in India. Addressing these challenges is one of the best ways to fulfill the equity and inclusion goals emphasized in UN Sustainable Development Goal #4. Originality/value This article is the first to emphasize the importance of prioritizing principals in Indian schools, among other agents when trying to achieve inclusion.