Leading under pressure: Leadership for social inclusion

Daniel Muijs, Mel Ainscow, Alan Dyson, Carlo Raffo, Sue Goldrick, Kirstin Kerr, Clare Lennie, Susie Miles

Research output: Contribution to journalArticlepeer-review


In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qualifications for all; (2) overcoming barriers to learning existing within particular groups; (3) enhancing other capacities and skills of children from disadvantaged groups. These views are strongly shaped by the vision and biography of school heads, interacting with different pressures and contexts. © 2010 Taylor & Francis.
Original languageEnglish
Pages (from-to)143-157
Number of pages14
JournalSchool Leadership and Management
Issue number2
Publication statusPublished - Apr 2010


  • Educational change
  • Leadership
  • School improvement


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