["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nAlthough education policies aim to foster an inclusive school culture, progress has been slow. In Finland, the role of school leadership is particularly significant in inclusive school development, as governance and decision‐making are decentralised and largely managed at the local level. This qualitative research aimed to examine what elements of leadership promote the development of an inclusive school, according to experiences of Finnish comprehensive school leaders. The data were collected through purposive sampling by interviewing four school leaders who participated in inclusive leadership training. Thematic analysis was employed to analyse the data. The findings indicate that the leaders utilised relationship‐based and change‐oriented leadership methods. Furthermore, three key elements of inclusive leadership were identified in their practices: (1) core values, (2) dialogical and informative discourse, and (3) reforming traditions and procedural frameworks. The results suggest that identifying and utilising the elements of inclusive leadership can enhance the implementation of inclusive education policies and practices. Furthermore, inclusive leadership can be strengthened through targeted leadership development.\n"]