Does Student-centred Leadership Integrate with Collaborative, Distributive, and Instructional Leadership? A Recent Systematic Review (2021–2025)

Abstract

Student-centred leadership has gained significant prominence in recent educational reforms, particularly in promoting equity, inclusivity, and enhancing student agency. While collaborative, distributed, and instructional leadership models are frequently proposed as strategies to achieve these goals, their specific contributions to student-centred leadership remain contested and insufficiently theorised in current literature. This systematic literature review (SLR) integrates empirical findings from 24 peer-reviewed studies published between 2021 and 2025, focusing on understanding how these leadership models contribute to the development and effectiveness of student-centred leadership. The review adheres to PRISMA guidelines and is grounded in Scopus and Web of Science research. It identifies six key thematic categories: (1) Collaborative Leadership and Community Engagement, (2) Distributed Leadership for Educational Improvement, (3) Participative Leadership, (4) Equity-Centred and Inclusive Leadership, (5) Pedagogical Leadership and Student Impact, and (6) Innovative Instructional Leadership. The findings reveal that collaborative leadership fosters stakeholder engagement and participatory governance within schools; distributed leadership decentralises decision-making, thereby empowering educators and students; and instructional leadership aligns curriculum and pedagogy with the diverse needs of students. Furthermore, equity-focused and pedagogical leadership strategies promote inclusive learning environments, while innovative instructional approaches enhance school resilience and adaptability. However, the fragmented implementation of these models often limits their transformative potential, underscoring the need for a cohesive leadership framework that integrates collaborative ethos, distributed agency, and pedagogical coherence. This investigation is timely, given the growing recognition that traditional leadership models are insufficient to address the complexities of 21st-century schooling, including socio-economic inequalities, teenage mental health challenges, and the rapid integration of technology. The study also highlights gaps in digital equity, leadership training, and AI-driven governance, offering valuable directions for future research. The review provides educators, policymakers, and researchers with a comprehensive synthesis and practical insights for shaping inclusive, student-centred leadership in the evolving post-pandemic educational landscape.