Chile's increasing migration phenomenon, added to the ethnic and cultural diversity of the territory, challenges school leaders to rethink educational stages that fortify the processes of inclusion and social justice. In this context, the aim of this article is to describe the representations of senior teachers about the inclusion of migrant students in schools in La Araucanía region, Chile. The research uses an assorted method and has a descriptive coverage. The participants are 79 directors of schools and high-schools subsidized by the State. The results evidence that school leaders assume school inclusion from a technical approach and develop practices mainly focused on accomplish with the regulations of the Inclusion Law, above the implementation of practices aimed to assist the professional development of teachers and student´s learning. The conclusions highlight the need to move towards more inclusive and critical leaderships, capable of influencing practices based on the recognition and assessment of student´s differences as an opportunity to assist the teaching-learning process and promote professional teacher development.

Leadership; Inclusion; Interculturality; Student; Migration.