Abstract

The purpose of this study was to analyse Chilean school principals’ perspectives on inclusive education. A qualitative multi-site case study design approach was utilised, and seven (n = 7) school principals (ages 38–82 years; 6 women, 1 man) from one southern region in Chile, purposefully selected, participated in this research. The data sources were semi-structured one-on-one Zoom interviews and researchers’ reflexive notes. The data analysis approach was reflexive thematic analysis, and three major interrelated themes were extracted, which were (a) the risk of integration; (b) inclusion as a reconfiguration of the school space and (c) support and professional development. The findings expose the integration–not inclusion of students with disabilities in general education, ideologies of sameness and current school spaces potentially create varied forms of marginalisation of students with disabilities in integrated schools. © 2025 Informa UK Limited, trading as Taylor & Francis Group.