Abstract:

In contemporary education, increasing attention is paid to the creation of an inclusive school culture based on openness, collaboration, and emotional safety. Inclusive culture is understood as a core organizational value shaped through leadership practices, management decisions, and the continuous development of the professional community. However, schools often face challenges in implementing inclusive principles at the whole-school level due to a lack of coherent strategies, resistance to change, fragmented communication, and insufficient alignment between values and everyday practices. Neurodidactics has emerged as an interdisciplinary approach that integrates insights from neuroscience, education, psychology, adult learning, and management to better understand how learning occurs, how emotions, motivation, and social relationships influence learning processes, and how learning environments can be designed to support diverse needs. Applying neurodidactic principles in school management offers new possibilities for strengthening inclusive school culture by fostering supportive, adaptive, and emotionally safe organizational environments. Despite growing international interest, the application of neurodidactic principles in education remains limited in Lithuania, particularly in relation to school leadership and organizational culture. There is a noticeable lack of empirical research focusing on how neurodidactic principles can be systematically integrated into school management processes to support inclusive culture development. As a result, school leaders and teachers often lack practical guidance on how to translate inclusive values into everyday organizational practices that address cognitive, emotional, and social aspects of learning.

The aim of this presentation is to reveal the possibilities of creating an inclusive school culture by applying neurodidactic principles from a management perspective. The presentation introduces the first insights from a quantitative study conducted in Lithuania in April–May 2026, exploring how school leaders and teachers perceive inclusive school culture and the potential application of neurodidactic principles in school practices. The study seeks to identify existing attitudes, perceived challenges, and readiness to integrate neurodidactic knowledge into leadership and teaching processes.

The research methodology includes a systematic analysis of scientific literature to conceptualize neurodidactic principles relevant to school culture development, as well as a questionnaire survey as a quantitative research method. The findings contribute to a deeper understanding of how neurodidactic principles can support inclusive school culture by enhancing collaboration, emotional safety, engagement, and adaptability to change. The study provides a foundation for evidence-based management decisions aimed at creating and sustaining an inclusive school culture grounded in neurodidactic principles.

Keywords:

Neurodidactic principles, inclusive school culture.