Provision of education during/after violent conflicts remains a global dilemma with many conflict-affected children excluded from/within education. Likewise, school leadership is increasingly seen as a key element in developing inclusive schools across communities. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community school in Kenya, where 71% of the pupil population comprised conflict-affected children following the 2007-2008 post-election violence. The aim was to explore and understand how the headteacher and teachers perceived and developed teacher participation in school leadership practice, in order to respond to learning and development needs of conflict-affected children, and promote inclusive practices in post-conflict schooling. Thematic analysis of interviews, observations, and textual displays indicated that by diagnosing the state of local affairs, that is, violence-disrupted livelihoods, school demographics, and systemic demands, the headteacher encouraged active participation of teachers in school leadership practices. Although overall accountability remained locked in hierarchical structures, teacher leadership emerged in arrangements like "office-referenced" individual leadership and collaborating groups (e.g., task groups and "team leadership"). With school leadership practice often attributed to headteachers in Kenya, this study contributes to debates on the construction of teacher leadership and offers insights into the experiences of school leaders in combating exclusionary practices after societal violence.