Compassionate Leadership for School Belonging

This highly readable book offers a message of hope in an uncertain world. It provides international analysis and findings from extensive research which reveal patterns of exclusion. It highlights the points of intervention needed to create the conditions for school belonging and offers methodologies and research tools which can be used by practitioners, researchers and leaders in their own contexts.

In Compassionate Leadership for School Belonging, international scholar and practitioner Kathryn Riley shines the powerful lens of belonging on schools. Belonging is that sense of being somewhere you can be confident you will fit in and feel safe in your identity: a feeling of being at home in a place.

When belonging is a school?s guiding principle more young people at all levels experience a sense of connectedness and friendship, perform better academically, and come to believe in themselves; their teachers feel more professionally fulfilled, their families more accepted.

The originality of this highly readable book lies in its scope. It offers international analysis from the OECD, alongside insights from the author?s extensive research in schools, powerfully supported by observational vignettes and drawings from the children, young people and teachers who have been her co-researchers. This exploration is supported by methodologies, concepts and research tools for use by practitioners, researchers and school leaders.

While contemporary patterns of dislocation, disaffection and exclusion are revealed, the spotlight is firmly on what needs to change and how: the purposeful actions in classrooms and schools; the approaches at system level; and the compassionate forms of leadership that can help create the conditions for school belonging.

In an increasingly uncertain world, this is an urgent book of hope and possibilities.

Praise for Compassionate Leadership for School Belonging

'an in-depth and thoughtful examination into belongingness and the important role school leaders can take to support students, teachers, and families. Practitioners, researchers, and graduate students will be left hungry to read more about how to make students feel they belong.'
Teachers College Record

'for many readers, particularly those who have been directly involved with the author?s Leadership of Place project, this will be an interesting and affirming read.'
Teaching Times