ABSTRACT
This chapter outlines that factors are embedded in the organisational structures and leadership of schools that facilitate or hinder the reframing of education as a more consistently inclusive and enabling project. It considers some of the barriers to greater inclusivity. The chapter indicates why there is a need for support to sustain and develop teachers' beliefs in their efficacy and the important role for school leaders in that respect. It concludes with a little theorising about what might be involved in enhancing moral and practical possibilities within education. The chapter outlines enactive mastery experiences and vicarious experiences, and what, in schools, is likely to be the most important catalyst of these: leadership. It illustrates some of the qualities of leadership that are endorsed by research and practice by quoting from a newly appointed primary-school head-teacher. The chapter highlights the significance and nature of relationships: the relationships with one's self and with others.
