Purpose and backgrounds This case contributes to the International Successful School Principalship Project network (Author, 2023) by showing how the principal and the middle management (Gear & Sood, 2021) understand school success as the promotion of social justice and inclusion in a Spanish high school located in a lower middle-class urban district. Theoretical framework We share the ISSPP framework that emphasizes the importance of context from a systemic view, using the ecological theory of Bronfenbrenner (Sadownik, 2023). We have added the perspective related to the capacity of becoming sensitive to individual context, which means “cognitive and emotional understanding of the needs of individual staff and students” (Author, 2016). This understanding is connected to values-based leadership rooted in equity, respect for diversity and social justice (Lucena, et al., 2021). Spanish research within ISSPP network shows that a strong connection exits between school success and principals’ professional commitment to their leadership role, as well as to the school community (Cruz-González, et al., 2020). Methods Qualitative analysis has already been performed using the case study method with the revised ISSPP protocols. Data sources included: semi-structured interviews with the principal, 25 teachers, 2 persons representing the Administration; teachers’ questionnaire with responses from 31 out of 67 staff (46%); and 4 focus group interviews involving students and families. Additional fieldwork consisted of non-participant observation of different events and school meetings. Findings The leadership team is inspired by the female principal´s (Sánchez-Moreno, 2021) professional background and her long experience working on social services and community-based interventions for students. She has promoted the creation of an educational program focused on social justice, including gender equality and inclusion for students with disabilities. Any action undertaken in this school must be driven by three main values: equity, inclusion and respect. The counselor is a key agent (Hines et al., 2020) in the leadership team and provides critical guidance to help ensure students are neither discriminated due to their special educational needs, nor marginalized in the school because of their ethnic or gender orientation. Students are encouraged to become active agents for change and to co-create a more just society. Scientific significance This case shows a different meaning for school success, how it is connected to new emerging social needs for inclusion. The relevance of both considering students as stakeholders and partners in their schools and connecting with the community around the school.

Author (2022) Cruz-González, C., Pérez-Muñoz, M., & Domingo, J. (2020). Marta’s story: a female principal leading in challenge contexts. School Leadership & Management. 40(5), 384-405. https://doi.org/10.1177/0013161X15616863 Gear, R. C., & Sood, K. K. (2021). School Middle Leaders and Change Management: Do They Need to Be More on the “Balcony” than the Dance Floor? Education Sciences, 11(11), 753. https://doi.org/10.3390/educsci11110753 González González, M. T. (2014). El Liderazgo para la Justicia Social en Organizaciones Educativas. Revista Internacional de Educación Para La Justicia Social (RIEJS), 3(2), 85–106. www.rinace.net/riejs/ Hines, E. M., Moore, J. L., Mayes, R. D., Harris, P. C., Vega, D., Robinson, D. V., Gray, C. N., & Jackson, C. E. (2020). Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools. Urban Education, 55(2), 216–237. https://doi.org/10.1177/0042085916685761 Lucena, C., López, A., Domingo, J. & Cruz-González, C. (2021). Alberto's Life Story: Transforming a disadvantaged school by appreciating the child's voice. Journal of Educational Administration and History, 53(3-4), 249-270. https://doi.org/10.1080/00220620.2021.1893286 Sadownik, A. R. (2023). Bronfenbrenner: Ecology of Human Development in Ecology of Collaboration (pp. 83–95). https://doi.org/10.1007/978-3-031-38762-3_4 Sánchez-Moreno, M., López-Yáñez, J. & Toussaint-Banville, M. (2021). Professional identity formation of female school principals: Gender and emotionality connections. Management in Education, 1-12. https://doi.org/10.1177/08920206211016454