{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T08:47:20Z","timestamp":1785833240070,"version":"3.56.0"},"reference-count":43,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,8,3]],"date-time":"2026-08-03T00:00:00Z","timestamp":1785715200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>The aim of this study is to examine the potential role of inclusive leadership in disadvantaged neighbourhoods. A qualitative research method and case study were employed in the study. The study group consists of 53 participants. A semi-structured interview form was used, and the findings were analyzed through content analysis. In the study, 5 themes, 20 codes, and 34 sub-codes were created. According to the findings, first, inclusive leadership was predominantly conceptualised through the principles of equality, fairness, and participation, with stakeholders emphasising equal treatment, inclusion of all individuals in school processes, and participatory decision-making. While school administrators tended to view inclusion from a structural and managerial perspective, teachers emphasised its relational, emotional, and communicative dimensions. Second, the cultural structure of disadvantaged neighbourhoods was characterised primarily by low socioeconomic conditions, strong traditional values, and cultural diversity, creating both challenges and opportunities for inclusive leadership practices. Third, school administrators\u2019 inclusive leadership practices were largely perceived positively and reflected instructional leadership, open communication, stakeholder participation, attention to individual differences, collaboration, and fairness, although weaknesses related to empathy and engagement with external stakeholders were also identified. Fourth, inclusive leadership was perceived to contribute to academic achievement indirectly through enhanced student motivation, school belonging, organisational trust, positive school climate, cooperation, and respect for individual differences. Finally, participants identified family disengagement, economic hardship, inadequate physical resources, and limited community support as major barriers to inclusive leadership, while recommending stronger family-school collaboration, increased community involvement, leadership training, and structural improvements as key strategies for enhancing both inclusion and academic success. Overall, the findings suggest that the influence of inclusive leadership on academic achievement in disadvantaged contexts operates through both structural and relational mechanisms and is strongly shaped by broader socioeconomic and community conditions.<\/jats:p>","DOI":"10.3390\/bs16081336","type":"journal-article","created":{"date-parts":[[2026,8,4]],"date-time":"2026-08-04T08:02:19Z","timestamp":1785830539000},"page":"1336","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Inclusive Leadership in Disadvantaged Neighbourhoods: A Qualitative Analysis of Stakeholder Perspectives on Its Potential Role in Academic Achievement"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3578-6010","authenticated-orcid":false,"given":"G\u00fclenaz","family":"Sel\u00e7uk","sequence":"first","affiliation":[{"name":"Faculty of Sports Sciences, Manisa Celal Bayar University, Manisa 45040, Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1958-6104","authenticated-orcid":false,"given":"Ay\u015feg\u00fcl","family":"Ayy\u0131ld\u0131z Asil","sequence":"additional","affiliation":[{"name":"Faculty of Education, Hakkari University, Hakkari 30000, Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,8,3]]},"reference":[{"key":"ref_1","first-page":"1","article-title":"Accessing hidden and hard-to-reach populations: Snowball research strategies","volume":"33","author":"Atkinson","year":"2001","journal-title":"Social Research Update"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"12320","DOI":"10.1038\/s41598-024-63332-0","article-title":"A dual mediation model of the association between principal inclusive leadership and teacher innovative behavior","volume":"14","author":"Bao","year":"2024","journal-title":"Scientific Reports"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"552","DOI":"10.38124\/ijisrt\/25dec355","article-title":"Examining the culturally responsive leadership of black principals in the anti-DEI era: A comparative analysis of black female and black male principals","volume":"10","author":"Blackledge","year":"2025","journal-title":"International Journal of Innovative Science and Research Technology"},{"key":"ref_4","doi-asserted-by":"crossref","unstructured":"Ferdman, B. 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