Inclusive education for children with special needs in Canadian elementary schools faces systemic barriers, including inadequate resources and support, limiting academic and social success. Statistics show 15–20% of students require special education services, yet many do not receive individualized support. Ensuring equitable learning opportunities remains essential for fostering student success. Transformational leadership inspires educators and motivates systemic change, making it a key factor in overcoming these challenges. This study is a systematic review, synthesizing existing research to identify patterns and knowledge gaps. Google Scholar serves as a primary database for this analysis. Major themes from the review emphasize transformational leadership as a driver of inclusive culture, essential leadership traits, strategic approaches, and the role of collaboration. Strengthening inclusive education policies and enhancing teacher development programs depend on these factors. Future research can include quantitative surveys examining correlations between leadership styles and student outcomes, along with qualitative case studies exploring teacher experiences in inclusive classrooms.
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