The "moral imperative" of school leadership has been identified as seeking to bring about social justice in ensuring all children are given the opportunity to succeed in education. Empirical research among 18 headteachers in a single local education authority in the English Midlands shows that some headteachers simultaneously work within a managerialist system and beyond it to promote people-oriented values. Eight approaches to pupil diversity are identified here that demonstrate the degree to which some headteachers are willing to resist aspects of managerialism to ensure that diversity is not only catered for but is also celebrated. Headteachers are shown to draw on their personal values and histories in their exercise of headship. (Contains 1 table.)