The literature on school leadership and especially its importance in the academic performance of students has increased significantly in recent years. However, less abundant is research in relation to leadership from an inclusive and social justice approach, especially if we think about concrete practices reporting back to schools. For this reason, the aim of this paper is to share key leadership competences and practices that, according to research and specialized literature, have allowed some schools to advance to an inclusive school model. Through a literature review and the confluence of the results of two researches about leadership and inclusion, ten leadership competences and practices are presented and described. The final reflections revolve around the challenges that schools and management teams face in relation to leadership for inclusion and social justice.