Inclusive education remains a pressing issue with UNESCO (2020) reporting 15% of the global population has a disability, and many face barriers to quality education. According to Statistics Canada (2017), students with impairments in Canada have double the likelihood of dropping out of high school as their peers. Servant leadership, which prioritizes moral and student-centered decision-making, can be extremely helpful for educators in overcoming these barriers by creating inclusive learning environments in schools. This problem is critical to education because structural exclusion restricts student success and runs against equitable ideals. This study is a systematic review compiling and evaluating previous research in databases including Google Scholar, Education Full Text, and ERIC to offer a thorough grasp of the subject. Implementing inclusive education policies, teacher collaboration, and the role of educators’ servant leadership in overcoming barriers to inclusion are important concerns. These topics are crucial because they guide the creation of inclusive education policies and best practices. To yield a more thorough understanding of inclusive education barriers, quantitative surveys can provide quantifiable information on how servant leadership affects student results, while qualitative case studies can offer deep insights into educator leaders’ actual experiences.
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