In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst containing the often powerful and distressing feelings of children, parents/carers and the staff who care for them. Supporting head teachers to take up their role within complex systems, in ways that promote their on‐going learning and development, is vital. Critical are the ways in which their own experiences and feelings can be held to aid thinking. This article outlines some of the constraints currently experienced by head‐teachers in England, as well as one potential approach to containment: the provision of relational supervision. The experience of relational supervision, for both supervisee and supervisor, is explored through a case study and some suggestions for future developments offered. [ABSTRACT FROM AUTHOR]

中文翻译：

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复杂系统中的领先包容：校长关系监督的经验

在当前情况下，有效地让有额外需求的儿童和年轻人参与进来是学校工作人员面临的挑战。对教师、支持人员和领导者提出的相互矛盾的要求往往会破坏成功包容所有学习者的战略规划。学校领导必须处理复杂和“混乱”的工作，同时控制孩子、父母/照顾者和照顾他们的工作人员通常强烈而痛苦的情绪。支持校长在复杂的系统中发挥作用，以促进他们持续学习和发展的方式至关重要。批判性是他们自己的经验和感受可以用来帮助思考的方式。本文概述了英格兰校长目前面临的一些限制，以及一种可能的遏制方法：提供关系监督。通过案例研究和对未来发展的一些建议，探讨了被监督者和监督者的关系监督经验。[作者摘要]