Supporting their school communities during and in the aftermath of lockdown : changing perceptions of former Into Headship students of their role and its perceived impact on the school community

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Mowat, Joan and Beck, Anna; Jindal-Snape, Divya, ed. (2026) Supporting their school communities during and in the aftermath of lockdown : changing perceptions of former Into Headship students of their role and its perceived impact on the school community. In: The Palgrave Handbook of Multiple and Multi-Dimensional Educational and Life Transitions. Palgrave Macmillan Ltd.. ISBN 9783032111449

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Abstract

This chapter focusses on a study which examined how former students on a national headship preparation programme in Scotland (Into Headship [IH]) supported their school communities in the recovery period of the pandemic beyond the initial lockdown in the spring of 2020 in their roles as senior leaders. It illuminates the experiences of two Depute Headteachers from the primary and special education sectors respectively. This constitutes the 2nd phase of a longitudinal, qualitative study, conducted in Dec 2022/Jan 2023 via individual interviews and focus group discussions with eight respondents to an initial survey drawn from the secondary, primary and special education sectors. The chapter explores not only the actions taken to support the school community and their perceived efficacy, but how the multiple, dynamic transitions experienced by the former students affected perceptions of their role and sense of identity. Further, this chapter illustrates how their experiences had a ripple effect across the transitions experienced by other members of the school community, including staff, parents/carers and pupils, linking this to Jindal-Snape’s (2023) Multiple and Multi-dimensional Transitions (MMT) Theory, ecological theory, and Gale and Parker’s (2014) concept of transition as becoming.

ORCID iDs

Mowat, Joan ORCID logoORCID: https://orcid.org/0000-0002-6034-2518 and Beck, Anna; Jindal-Snape, Divya
CORE (COnnecting REpositories)