This paper presents a strategic framework for building leadership capacity in inclusive education through a systems theory lens, drawing on the collaborative RISE (Realising Inclusive Special Education) strategy led by a post-primary management body and a university involved in teacher education in Ireland. Designed to bridge policy, practice, and research, the RISE strategy adopts a whole-system approach that mobilises the expertise of educators, leaders, researchers, and stakeholders across Ireland’s post-primary schools.

Grounded in ecological systems theory, systems leadership, and social learning theory, the strategy promotes values-driven leadership, inclusive practice, and collaborative knowledge engagement. It supports meaningful participation by students and families and facilitates context-sensitive school support aligned with national policy frameworks.

RISE employs Design-Based Implementation Research (DBIR), an iterative methodology involving co-design and evaluation with practitioners and system leaders. Data from 220 post-primary schools across 16 districts, alongside 10 cross-sectoral partner schools, informs ongoing development. Mixed-method evaluations, including surveys and interviews, have demonstrated enhanced strategic planning, increased collaboration, and improved professional learning alignment.

Key outcomes include the following:

• Strengthened communities of practice that foster teacher leadership.
• Evidence-informed decision-making supporting policy and resource allocation.
• Clarified professional learning needs and reduced duplication.
• A sustainable model for inclusive school improvement.

This paper argues that inclusive education transformation requires systemic investment and adaptive leadership. By leveraging existing expertise and fostering collaborative learning environments, RISE unleashes schools’ untapped potential to improve themselves and optimise existing expertise in the system. Communities of practice stimulate momentum through contextually relevant learning. Sustainable leadership originates within schools but requires ongoing support to thrive. Continued stakeholder collaboration supports agile, research- and practice-informed responses to evolving policy and practice contexts. Framing inclusive school improvement through an ecological lens acknowledges complex interdependencies and enhances understanding of systemic effectiveness.

The framework offers a replicable model for international contexts seeking to build leadership capacity for inclusion.