South Africa is a second-generation adopter of inclusive education, and eagerly responded to the vision set out in the Salamanca Statement of 1994. Inclusive Education has come to be seen not merely as a concept but as a universal right. This study investigates how school leaders in two religiously affiliated independent schools in Gauteng, South Africa, afford or constrain inclusive practices. This research study employs a qualitative design, using semi-structured interviews with four principals and six educators across both research sites. Through the lens of Bronfenbrenner’s Bioecological Systems Theory, this study examines the intricate interplay between leadership practices, institutional expectations, teachers' pedagogical responses, and the broader socio-cultural and socio-economic context, examining how these factors either constrain or afford inclusive education and teachers ability to be pedagogically responsive to a range of different learning needs.

Key findings reveal both affordances and constraints in promoting inclusivity. Four major themes emerged, with a prominent theme being:
(1) The impact of Servant Leadership on inclusivity. School leaders, inspired by Islamic values of compassion, demonstrated proactive engagement with educators, fostering an environment conducive to inclusivity. However, challenges remain, notably in
(2) Balancing dual curriculum demands (South Africa’s National Curriculum (secular) and Islamic),
(3) Managing high parental expectations for academic excellence, and
(4) Addressing inadequate teacher preparedness for inclusive teaching.

These educators faced additional constraints due to a lack of specialised training from their initial formal teacher education at university, leaving them underprepared to be pedagogically responsive to a range of different learning needs.

The implications of this study underscore the need for a focus on lifelong learning in the formal, informal, and non-formal spheres for educators that reconcile the gap between theory and practical inclusive strategies. Moreover, the study highlights the role of school leadership in developing, implementing, and sustaining inclusionary schools. Furthermore, the findings from this study suggest that Servant Leadership practices could serve as a leadership strategy model for institutions with a diverse learning population seeking to integrate the ideals of academic excellence with inclusive values. The findings advocate for greater collaboration between independent school leaders and their partners in education (educators) to revolutionize communities of practice and professional development opportunities, ensuring that inclusive practices are sustainable and aligned with the religious context of the school.

Keywords: Inclusive education, leadership, religious schools, pedagogically responsive.