Leading educational thinkers Professor Noel Purdy OBE and Dr Emilia Symington, from Stranmillis University College, Belfast, talk to Education Matters about their new study, Effective School Leadership in Disadvantaged Communities. Their research, funded by the James Kane and Mary Ann McCracken Foundations, explores how leadership contributes to schools thriving against the odds.🔹Effective School Leadership in Disadvantaged Communities🔹James Kane Foundation🔹Mary Ann McCracken FoundationThe StudyInspired by the Independent Review of Education in Northern Ireland (2023), which called for more equitable outcomes across all post-primary schools, the research team, which in addition to Professor Noel Purdy and Dr Emilia Symington, included, Dr Mark Ballentine, Dr Karen Orr, Dr Glenda Walsh and Dr Katie Tate, set about analysing data from 190 schools. 13 schools were identified where, despite high levels of deprivation, pupils consistently achieved strong GCSE results.Through detailed in-depth interviews with each principal, the team, distilled five key themes that are core to leadership success: Clarity of Vision, Championing Children, Connection, Character and Continuation.Through detailed in-depth qualitative interviews with each principal, the research team explored the day-to-day realities of leading in such contexts. They examined how these school leaders navigated the challenges of limited resources, staff burnout, pupil wellbeing, and complex community needs, while still maintaining high expectations and positive school cultures. Five central themes emerged that together form the backbone of effective leadership in disadvantaged communities.The Five Key Themes1. Clarity of Vision – successful principals articulated a strong, shared purpose that united staff and students around common goals.2. Championing Children – leaders placed the needs, wellbeing, and potential of every child at the heart of their decision-making.3. Connection – relationships were seen as the foundation of success, both within the school community and with parents and external partners.4. Character – resilience, integrity, empathy and moral courage were consistently cited as essential leadership qualities.5. Continuation – effective leaders focused on sustainability, developing future leaders and ensuring long-term school improvement.The MessageThe central message of Effective School Leadership in Disadvantaged Communities is clear: leadership grounded in values, relationships, and belonging has the power to overcome situational disadvantage. When principals lead with moral purpose, empathy, and strategic clarity, they can create school cultures where staff are empowered, pupils are inspired, and communities are strengthened.This study offers both inspiration and evidence for policymakers and educators. It shows that even in the most challenging contexts, leadership that is relational, inclusive, and future-focused can make a profound difference—not only improving academic outcomes but also transforming lives. As Professor Purdy and Dr Symington emphasise, leadership is not just about management; it is about moral stewardship, compassion, and the relentless belief that every child deserves to thrive.Key TakeawayEffective school leadership in disadvantaged communities is grounded in values, relationships and belonging. These principals did not chase league tables; they built cultures of dignity and possibility. Their example shows that leadership, when anchored in humanity and vision, can transform schools — and by extension, entire communities.Chapters00:00 Character and Integrity in Leadership00:57 How this study came about06:24 Findings overview18:01 Championing Children28:13 Connection33:42 Character40:58 Continuation

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