This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the inclusion of students with EBD. In spite of a noted positive attitude, school leaders in this study remained uncertain or unwilling to implement inclusive settings for students with EBD. Firstly, this suggests a leadership schism between central...