This article presents a study of school leadership in an upper secondary school. The aim of the study is to describe and understand the perceptions of the main challenges of and responses to linguistic and ethnic diversity through the statements of school leaders, a contact teacher, a social adviser and a special needs coordinator. The theoretical framework consists of Ryan’s framework for approaching inclusive leadership and central elements of Banks’ approach to multicultural education. The method is based on semi-structured interviews. The results show that the challenges consist of weak participation from several minority students, poor linguistic proficiency and a lack of collective responses to the challenges. The study suggests that school leaders advocate and nurture inclusive ideals, put more emphasis on student learning and classroom practice, and develop whole-school approaches.

Nøkkelord: inclusive school leadership, linguistic and ethnic diversity, equity, adapted teaching