This study, grounded in Wenger’s (2000) concept of Communities of Practice, explores the critical role of school principals in fostering inclusive education through meaningful collaboration and partnerships with parents. Inclusive education policies and recent research in the field, often emphasise classroom-level interventions while overlooking the systemic leadership required to create environments where all students feel valued and supported (Ainscow and Sandill 2010). In this study, we argue that authentic inclusive education can only become workable when principals actively engage parents as co-creators of inclusive school cultures (Mann, Kennedy-Wood, Gilmore, 2024; Rapp & Corral-Granados, 2021). The study positioned schools as dynamic social systems where principals, teachers, parents, and students collaboratively negotiate shared values and practices (Woodcock, et al., 2022). The study highlights how the three organic elements of these systems: communities of practice, boundary processes and identities shaped by participation, can structure a more effective and mutually valued structure to support all students. In this regard, principals can cultivate trust and collective responsibility through open dialogue, shared decision-making, and co-learning opportunities with parents. Methodologically, the study draws on case studies of schools where principals successfully built partnerships with diverse parent communities, particularly in contexts marked by socio-economic and cultural diversity. Key findings revealed that the structuring and application of effective systems, which consider communities, identities and boundaries all enhance authentic collaboration. Not only did an awareness of these systems enhance the parents’ sense of belonging but also transformed their role from passive stakeholders to active participants in inclusive education. The study concluded with practical recommendations for school leaders to leverage parent-principal partnerships as a foundation for sustainable, inclusive practices that benefit all learners.

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