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‘Shut up and leave me alone’: Why schools need to be places of belonging

‘Shut up and leave me alone’ were the only words that 10-year-old refugee ‘Aisha’ could find to say in English after three weeks in her school. She was the outsider who didn’t...

Even More Leadership? A time to reflect

In 2005 I gave my inaugural lecture entitled More Leadership. Having now taken early retirement (to get on with my work), my professor emerita lecture reviews these ideas under the title Even More...

Leading in a complex world: Enabling leadership practices to support innovation, change and resilience

Educational leadership on the threshold of a post-pandemic world

Academic leaders in higher education (HE) have faced a sustained period of unprecedented and complex change due to Covid-19. Leadership capability and adaptability has been tested, and there have...

Educational leadership on the threshold of a post-pandemic world

Schools, colleges and universities after Covid-19

Leaderless leading: How the pandemic has unleashed a collective impetus to ‘rethink’ further education

Educational leadership on the threshold of a post-pandemic world

‘There is no power for change greater than a community discovering what it cares about.’ Wheatley, 2002 The above quote appears in a boxed feature in the inaugural edition of #JoyFE...

College leadership in a time of Covid-19: Learning to distribute leadership, learning to listen?

Educational leadership on the threshold of a post-pandemic world

Often teams will show you the right direction from being honest, because in a pandemic there was so much to do from a leadership point of view, and it was overwhelming at times because everything...

Post-pandemic: Return or reset?

Educational leadership on the threshold of a post-pandemic world

Crisis management in schools has been examined and modelled in a variety of ways, and it is possible to identify four discrete stages through which school leaders progressed during the pandemic...

School leadership in a time of Covid: Learning to cope with the system changes

Educational leadership on the threshold of a post-pandemic world

It is indisputable that there are huge costs associated with Covid-19, and part of that has fallen to schools, school trusts (formerly known as multi-academy trusts) and local...

The strategic leadership of online learning during Covid and beyond: Key themes from an emerging study

Educational leadership on the threshold of a post-pandemic world

Covid-19 has had an enormous impact on education. The changes to working practices, leaders’ vision for the future of education and the relationship between senior leaders, staff, parents and...

Obstacles to opportunities: Towards a model of school improvement through Appreciative Inquiry

Educational leadership on the threshold of a post-pandemic world

School improvement has always been high on school leaders’ agendas in England, but the pandemic has shone a light on new and emerging priorities. As well as the many problems that need to be...

Editorial: Educational leadership on the threshold of a post-pandemic world

Educational leadership on the threshold of a post-pandemic world

Schools, colleges and universities after Covid-19

School self-evaluation for school improvement: Principles of effective practice

In developing the National Strategy of Educational Research and Enquiry (NSERE), the Welsh Government conducted several evidence reviews to understand how to foster educational research capacity...