School principal’s practices for inclusion

Abstract

México has an indigenous population of over 20 million people, who often face socioeconomic disadvantages and, on average, do not complete secondary education. They experience various forms of discrimination that may be related to this negative pattern, making the issue highly relevant. Therefore, this research aims to present documentation of successful educational practices promoted by school principals, who can more easily promote the formation of inclusive communities. The study follows a multiple case study, involving interviews with school administrators, educational advisors, and questionnaires to document practices among teachers and principals. Among the main results, there are practices with high parental involvement, even when they are promoted by principals. Additionally, these practices succeed in reducing ethnic decharacterization by boosting the self-esteem of indigenous students. The findings contribute to a better understanding of the interaction and coordination among school stakeholders.