Little research has been done on the leadership practices that French-language school principals (FLSP) adopt to include students with special educational needs (SEN). Our research examines experiences that have influenced FLSP leadership in Quebec, New Brunswick and Ontario. The objective of this article is to help better understand the violent or disruptive behaviours of SENs that seven French Canadian school principals are confronted with and how these behaviours influence their leadership with respect to school inclusion. This data is part of the third phase of a pan-Canadian bilingual study. We will present a profile of the FLSP and examine critical incidents they face. Next, we will highlight some of their inclusive leadership practices. These results are based on reflection on experience, from a pragmatic Deweyian and critical perspective of school inclusion.