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Schools reflect society and societies reflect the schooling of their citizens. Amidst the COVID Pandemic, the failures of many nations to respond effectively and in an equitable manner have been on display for the world. The authors highlight the failure of neoliberal educational policies to create compassionate societies and propose a radical overhaul of Western schooling. Using Leithwood's four paths model to frame their proposal, the authors offer guidance for principals to create schools modelled on care and compassion that may help to ameliorate the societal ills on display in nations such as the United States, the United Kingdom, and Australia. To accomplish this, a new understanding of community and conscience must emerge that draws from lessons learned prior to industrialisation, technological advances and a singular focus on self-interest.

The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.

One of the critical challenges that faces societies today is how to educate children and young people to cope with the ever demanding contexts in which they live. This education must include the relationships and support that facilitate socio-emotional development. This writing explores the work of Pestalozzi, a pioneering pedagogue, who, over two hundred years ago, challenged the existing notions of schooling and educational practices. Basing his work on pedagogies of love and care, he instinctively knew and was committed to educational practices which have influenced many who came after him and have since been validated by neuroscience and research into child development and psychology. Pestalozzi's work remains an exemplary, reminder of what is important in education for the holistic development and growth of children and young people as neoliberal agenda increasingly dominates educational systems prioritizing 'head' over 'heart' and 'hand' and eliminating the moral purpose of educating for democracy.

As the world becomes increasingly violent and disrupted by forces which impact on millions of families, destroying the communities and ways of life, the lives and prospects of those who survive are increasingly dependent on the humanity of others for understanding, generosity and acceptance as fellow humans. Many of those who suffer forced migration as refugees and asylum seekers are children and young people who have the right to be educated and whose future well-being is heavily reliant on acceptance and inclusion into societies which are very different from their homelands. While only a relatively small percentage (16%) of these populations are placed in schools in developed countries, the challenges for both the students and school leaders is considerable. This paper discusses the importance of belonging as part of school culture and ethos, indicating that deep, critical reflective practice undertaken by school leaders and principals with the intention of deliberately developing radical empathy, based on phenomenological principles, can play a critical role in transforming schooling for these students and their families. Furthermore, the possible impact of developing radical empathy is explored briefly using the perspective provided by Leithwood and his colleagues' Four-Path model of school leadership.

Educating students with refugee and asylum seeker experiences has become an added responsibility for school leaders worldwide. Disruptions of war, conflict, famine and drought force millions of people to leave their homelands in search of improved opportunities of a better life for themselves and their families. This research investigates and describes the strategies of one school principal who implemented the principles of the SCARF (Status, Certainty, Autonomy, Relatedness and Fairness) model to guide his strategic planning and to create an ethos of belonging, care and wellbeing as a priority for his school community, despite their many degrees of personal, cultural and religious differences. This case study reports the perceptions of staff and parents and the comments of the principal as captured through surveys and semi structured interviews. The positive impact of the strategies developed by the principal and implemented in collaboration with his staff and community provide a snapshot of leading for inclusion. It lays the foundation for further investigations into the potential of the SCARF model to inform and guide school leaders in their interactions with diverse school stakeholders and illustrates how one school principal successfully used this model to build an inclusive school ethos for diverse cohorts of refugee and asylum seeker communities. [ABSTRACT FROM AUTHOR]

This research presents a review of the literature around meeting students' learning needs in Australian schools. It is referenced to one group of students with refugee experience who have been in Australian schools for over 15 years; students with a background of oracy from Southern Sudan. The development of psychological health and literacy competencies are two of the most critical and complex responsibilities undertaken by education, and, in the case of these students two of the most significant when considered in relation to successful settlement, acculturation and assimilation. In presenting this literature, the bigger picture of how schools can fail, not only these students, but for any number of students from diverse backgrounds, becomes startlingly obvious, as do the ways in which the current political agenda inherent in the public education system in Australia privileges students of specific class and culture. Finally, recommendations are made regarding the development of policy and the concentration on pedagogical practices which acknowledge and respect the strengths and capabilities of this group of students.