ABSTRACT
The closure of schools, online classes and the progressive return to face-to-face classes have had a significant impact on the mental health of education professionals. This article shows the results of a qualitative study that aimed to explore how management teams approached the mental health of school communities in schools with inclusive educational projects. In the context of a case study, interviews and focus groups were conducted with management teams, teachers, families and students from two schools with an inclusive orientation in the period 2021-2022. The main results show that critical mental health situations occurred in both schools. These were addressed by the management teams under an inclusive and pragmatic leadership style, placing people at the center of their management through monitoring and flexibility practices. The centrality of middle teams (such as Special Education teachers and psychosocial pairs) to orchestrate actions, dimensions and resources is highlighted.
KEYWORDS:
Inclusion; School leadership; Mental health