The results, from a survey, reveal a very strong link between inclusive multi-level academic leadership and student productivity, motivation and well-being. This small-scale study was the first to explore the possible impact of leadership behaviours, specifically inclusive leadership, on black minority ethnic (BME) and white student attainment. It should be noted that the additional focus in this work on motivation and well-being provides an important context to students' learning as well as to the leadership within the organization. In fact, a linear regression analysis demonstrated that the ratings for inclusive leadership behaviours accounted for 73% of the variance in self-rated academic performance, motivation and well-being measures. UK higher education (HE) can claim some success in widening the participation of UK-domiciled BME students with the proportion of UK-domiciled BME students in HE up from 14.9% in 2003/4 to 21.8% in 2015/16 and a higher proportion of BME school leavers now attending British universities than their white counterparts.