The objective of this study was to analyze the practices exercised by middle leaders, as well as to know the barriers and facilitators they face, in Chilean schools with an inclusive orientation. Using a qualitative methodology, 42 interviews and 20 focus groups were carried out with members of the management team (management teams, coordinators and support professionals) in seven schools with an inclusive seal. The results highlight five middle leaders: (1) pedagogical technical chiefs; (2) responsible for school coexistence; (3) PIE coordinators (4); psychosocial couples; and (5) linguistic facilitators. The practices of these leaders cover a set of key areas for inclusion: such as awareness, collaborative work, attention to diversity and support in inclusive processes such as well-being and participation. It is concluded that middle leaders can be transformative actors in schools with an inclusive stamp, however, for this to happen it is necessary that they be trained and empowered by local authorities, avoiding, at the same time, the individualization of school inclusion.

Inclusive education, School leadership, Interculturality, Barriers, Participation