Abstract
Inclusive schools have brought ethical challenges to school teams, in part due to the fact that there are now more stakeholders, each with their own set of values and principles, interacting in response to diverse students’ needs. When conflicts involving ethical problems arise, school principals act as mediators in the problem-solving process, and must consider the issues in their full complexity. In this article, we present examples of ethical problems encountered by New Zealand school principals when responding to diverse students’ needs, and the approaches taken to resolve those problems. We also highlight some singularities of New Zealand’s education system that impact ethical problem-solving in relation to addressing diverse students’ needs.