In the aftermath of George Floyd's death, independent schools faced a resounding demand for racial parity, compelling them to adopt transformative practices in response to community members voicing long-standing racial injustices (Carrera, 2021). This dissertation examined the perspectives of heads of independent schools in the U.S. regarding the whole-child approach and leadership through a social justice lens. The study, employing both qualitative and quantitative methods, investigated how these leaders' intentions aligned with their practices within a system historically marked by socioeconomic exclusion and racial segregation (Batiste, 2013; Carrera, 2021). The research assessed how well administrators integrated holistic education with their commitments to social justice, considering recent societal demands for racial equality and the complex legacy of independent schools. Findings provided a comprehensive view of how school leaders interpreted and implemented the whole-child approach authentically in their leadership for social justice. This study illuminated the varied dynamics of leadership in exclusive educational settings, offering insights and actionable recommendations for aligning leadership intentions with inclusive practices. This research is poised to serve as a resource for educators, board members, and scholars in understanding the nexus of leadership, social justice, and independent schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]