Framed within a doctoral research project, this qualitative study, grounded in a single case study conducted in a school cluster in mainland Portugal, aims to analyse how school leadership teams promote inclusive education, considering the recommendations issued by the General Inspectorate for Education and Science (IGEC) under the External School Evaluation Programme.

The adopted methodology combined documentary analysis – focusing on the IGEC report and the school’s core organisational documents – with semi-structured interviews conducted with the School Director and four Coordinators of strategic areas (Projects, Citizenship and Development, School Library, and School Sports). Data analysis, supported by MaxQDA software, was structured around two main axes:
(i) Contributions of the External School Evaluation Programme;
(ii) Educational actions promoting inclusion.

Ethical considerations were rigorously observed, including informed consent, participant anonymity, and compliance with the General Data Protection Regulation (GDPR), ensuring confidentiality and responsible use of collected data. The study received ethical approval from both the institution’s internal GDPR committee and the Ethics Council of the affiliated research institution.

Findings reveal that school leaders value the IGEC’s “critical perspective”, recognising its role in triggering processes of self-reflection and institutional reorganisation. Nevertheless, they face significant constraints that hinder the implementation of recommendations and the development of sustained inclusive practices. Major challenges include: increasing class sizes; growing student diversity – including migrants and students with varying diagnoses and special educational needs; shortages of qualified teachers and technical staff; limited resources; and the ageing condition of some school infrastructures.

The analysis underscores the need to establish regular follow-up committees to monitor IGEC guidelines and to invest in continuous professional development in the field of inclusive education, supported by monitoring and evaluation tools for implemented practices. The IGEC report further highlights the importance of enhancing the active participation of students, families, and non-teaching staff in the development of the Educational Project and strategic decision-making processes, as well as consolidating effective internal and external communication channels, particularly through digital platforms that facilitate the sharing of information and best practices.
In the area of educational provision, it is recommended to consolidate a culture of formative assessment integrated into teaching and learning processes and to promote shared lesson observation practices within a collaborative supervision model focused on continuous improvement of teaching practices.

The study concludes that, despite the institutional recognition of school leaders as key agents of change, structural and organisational constraints persist. These require a systemic and coordinated approach, oriented towards learning, equity, quality, and the effective realisation of the right to inclusive education.

Keywords: School leadership, external school evaluation, inclusion, Portugal.