The increasing cultural and linguistic diversity of students as a reflection of migration is the starting point for the Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES) project. In light of the growing heterogeneity of the student population and international efforts to achieve sustainable development, as well as inclusive and equitable education for all, the project aims to support inclusive education for students with migrant backgrounds, as well as school leaders who develop such inclusive educational processes in their schools.

For students from culturally diverse backgrounds, the school can be the first place of belonging to a new country as well as to new cultures, but in any case, it is the place where their future learning and life opportunities develop. Raising the educational attainment of students with migrant/minority/refugee backgrounds can be a serious and demanding challenge for teachers, as it can be for personnel development and leadership by school leaders if school leaders are to provide guidance and support to staff and meet their needs for professional development.

This project focuses on the strategies and supports school leaders need to meet the educational needs of diverse and multicultural classrooms and schools. The main goal of the project is to improve school inclusion of immigrant/minority/refugee students through 1.) identifying and disseminating innovative practices of culturally responsive school leadership, 2.) developing criteria and indicators for evaluating culturally responsive school development and leadership, 3.) providing quality professional development resources in the form of leadership training, and 4.) developing a MOOC for school leaders and stakeholders outside of the project.