Working together to promote academic safe-guarding

Maddy Findon, Sue Johnston-Wilder

Research output: Contribution to journalArticlepeer-review


In line with the purpose of this special issue, we examine how school leaders can lead to create the vision and reality for schools and their communities to explicitly address forms of academic anxiety and emotional exclusion. We suggest how school leaders can work to engage parents in helping to remove acquired affective disability and ‘emotional handbrakes’, promote academic resilience and enhance progress. We describe such a process as ‘academic safe-guarding’.
Original languageEnglish
Pages (from-to)164 - 186
Number of pages26
JournalSchool Leadership & Management
Publication statusPublished - 4 Mar 2018


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