High attainment schools in disadvantaged settings: An interpretation of significant characteristics from a system psychodynamics perspective

The research reported characterises 18 schools in Wales that had high levels of both pupil attainment and pupil social and economic disadvantage. The findings were compared with established characteristics of effective schools and the substantive differences interpreted and theorised from a systems pyschodynamics perspective. The characteristics theorised in this way were: the primary task, the authorisation of the work of the schools by their governing bodies and their wider communities, highly inclusive ways of working and the overall approach of the staffs of the schools to their educational work. This overall approach comprised a passionate and committed engagement with teaching and a particular mind-set. The interpretation gives important new theoretical insights into school organising processes, which have widespread implications beyond the UK.