Lead for Inclusion - 2025 Central and Eastern Europe, the Caucasus, and Central Asia regional report

Schools in Central and Eastern Europe, the Caucasus and Central Asia have made efforts to prevent discrimination in admissions and teaching. Yet social tensions can challenge efforts to promote an inclusive school ethos, leading to students feeling isolated and excluded, and to more cases of bullying and discrimination. School leaders who promote inclusive practices can significantly improve the sense of belonging for children from diverse backgrounds, including those with disabilities or those who do not speak the language of instruction at home, whether they belong to a minority ethnic group or have recently immigrated.

This regional edition accompanies the 2024/5 Global Education Monitoring Report and shows that inclusive schools are guided by leaders who champion inclusion. Such leaders possess strong values, set high standards and lead by example. They have the necessary pedagogical and managerial expertise to translate their vision into reality. These leaders can drive change, often navigating resistance from colleagues and communities.