Using educational advisors to facilitate the implementation of innovations in schools is a widespread, yet still relatively little studied and understood strategy in reform policies. This article reports on an exploratory, multiple case study on the support provided by external advisors to secondary schools in Flanders (Belgium) on the implementation of a new policy on inclusive education. We found that the form and content of support practices were constituted and determined by four thematic elements: congruency, legitimacy, loyalty, and urgency. Striving for congruency between the agendas of several parties appeared to be an important theme in the interpretations, negotiations, and appreciation of support practices. Furthermore, support practices were found to be constituted by the advisors’ loyalty towards the organisations they worked with. The acquisition of legitimacy as an advisor, necessary for receiving a clear mandate from the school teams, was a third factor. A final key factor in external support practices was the sense of urgency around the agenda of the external support, felt by members of the school team.

使用教育顾问来促进学校创新的实施是一种普遍但仍然相对较少的改革政策研究和理解策略。本文报告了一项关于外部顾问为法兰德斯（比利时）中学实施全纳教育新政策提供支持的探索性多案例研究。我们发现支持实践的形式和内容由四个主题要素构成和决定：一致性、合法性、忠诚度和紧迫性。争取多方议程之间的一致性似乎是解释、谈判和欣赏支持实践的一个重要主题。此外，还发现支持实践是由顾问对与他们合作的组织的忠诚度构成的。第三个因素是获得作为顾问的合法性，这是获得学校团队明确授权所必需的。外部支持实践的最后一个关键因素是学校团队成员对外部支持议程的紧迫感。