Focusing on Inclusive Action: Building Wellbeing Practices in the Classrooms and the Role of Professionals as Leaders with Positive Impact

This paper attempts to highlight the crusial challenges of professionals with positive impact in different educational contexts with emphasis on inclusion. The article, although theoretical, is based on research findings from previous empirical research in the international Greek-speaking area (Greece - Cyprus). It provides an initial theoretical map of the landscape of learning and working within the context of inclusive education: What they need to know and what they need to do as professionals – tutors and teachers as leaders with positive influence in inclusive classroom. This paper will highlight the dynamic and interactive relationship between teachers’ skills and inclusive classroom practices. The article aims to contribute to building wellbeing practices within the context special and inclusive educational contexts.