Effective leadership in challenging schools

School improvement is a complex undertaking in many schools, but for schools in challenging or difficult circumstances, it presents extra problems. Not only do schools in challenging circumstances face acute levels of socioeconomic deprivation, but also improvement or change efforts can be extremely fragile in these school contexts. This article focuses upon the process of leading change in schools in challenging circumstances. It draws upon empirical data and focuses particularly on the process of leading change in schools in difficulty by effective leadership practices. It concludes by suggesting that the stubborn relationship between social disadvantage and underachievement is more likely to be broken through localized and contextualized school improvement rather than through the forces of accountability.