Announcements

Call for Papers: Special Issue: Leading & Managing

Title: Inclusive school leadership: Developing capacity in teachers

Special Issue Editors: Rebecca Rosenberg (Monash University), Assoc. Professor Joshua Bornstein (Fairleigh Dickinson University), Dr Donnie Adams (University of Melbourne)

When leaders intentionally support teachers from diverse cultural, linguistic, gendered, and embodied identities, they expand the collective skill and insight needed to meet the varied strengths and needs of all students. This special issue invites research on how inclusive leadership practices strengthen teachers’ ability to design equitable, responsive learning environments. We seek studies showing how a deliberate focus by leaders on both teacher and student diversity fosters shared growth, belonging, and high-quality teaching. By connecting the development of educator capacity with the goal of inclusive learning for all, this issue underscores how professional inclusion and student inclusion are mutually reinforcing.

Submissions may address, but are not limited to, the following guiding questions:

How can inclusive school leaders support gender diverse teachers? What should this support include?
What strategies can inclusive school leaders proactively enable to ensure the full participation of teachers with disabilities within their school? What environmental factors and well-being supports need to be considered?
In what manner could inclusive school leaders establish effective peer relationships within the school setting for culturally and linguistically diverse (CALD) teachers?
How do inclusive school leaders recognise and empower First Nations teachers, ensuring their voices, knowledges, and skills are meaningfully embedded within the school?
In what way do inclusive school leaders guide early career teachers to proactively navigate workplace challenges, manage emotional demands, and sustain their well-being?
Connecting teachers to the “right” mentor is important, particularly when transitioning to the school. How can inclusive school leaders be strategic in this regard for the benefit of the teacher and/or their mentor?
How can universities and schools co-create intentional partnerships that enhance inclusive school leadership practices so as to augment and support inclusive teacher practices?

Call for contributions - timeline:

Please submit an abstract of 500 words to:

Special Issue Editors: Rebecca Rosenberg – rebecca.rosenberg@monash.edu, Assoc. Professor Joshua Bornstein - bornsteinj@fdu.edu and Dr Donnie Adams - donnie.adams@unimelb.edu.au and Copy to L & M Editors: Honorary Professor Dorothy Andrews - dorothy.andrews@unisq.edu.au and Professor Fenwick English - fenglish@fgcu.edu

Abstracts close: 9^th March 2026

Notifications of abstract outcome: 13^th April 2026

Articles due: 1^st June 2026. Make sure your submission has a cover sheet separate from the paper and is submitted via the journal website https://journals.flvc.org/leading-and-managing/about/submissions.

Length of contributions: 5000 words (excluding references & tables)

L & M is an open access journal https://journals.flvc.org/leading-and-managing of ACEL (https://www.acel.org.au).

Commentaries are also accepted. A commentary is a short (2,000 words) opinion-ed piece which one might find on the opinion page of a newspaper. They are not peer reviewed and selected by the editors on important issues. Full guidelines are on the website.