In this issue

Abstract

Principals play a crucial role in establishing the culture of a school and ensuring quality instruction and learning for each student. Articles in this issue of Bulletin offer unique ideas for principals to consider as they reflect on their work. It is my hope that readers will find new perspectives on how schooling can be improved and how the exercise of leadership influences this improvement. An effective school leader can ensure a high-quality inclusive school where all students have equitable access to effective instruction and receive the support they need to excel. In the lead article, researchers Soares, Harrison, Melloy, Baran, and Mohimann discuss the inclusion of students with emotional and behavioral disorders (EBD), consider barriers to effectiveness, and review legal mandates. A comprehensive list of recommendations is presented and described to assist administrators in overcoming the many barriers that school leaders often face when trying to develop an inclusive climate. Principals will find this article especially insightful for the many resources that can help them create and support inclusive school environments. Multiple research studies describe how effective instructional leadership relates to school performance. However, relatively few studies have examined the relationship between destructive leadership and instructional leadership. Researchers Wang and Merritt explore the two leadership approaches to determine if there is a possibility that destructive leaders can become effective instructional leaders. Results uncovered several prevalent destructive leadership behaviors and their relationship with ineffective instructional leadership. The article provides key information on what teachers believe are destructive leadership behaviors that result in ineffective instructional leadership. School leaders play a critical role in creating an environment that facilitates tolerant discussions of controversial political issues. Researcher Journell provides a review of the literature showing why the discussion of controversial topics is necessary in K–12 education and the influence of school leadership on that practice. Several implications for school leaders who wish to create a school environment that facilitates tolerant discussions of controversial political issues are presented. Principals will find this research enlightening and instructive as they work to structure teaching and learning in ways that help students gain critical thinking and civil discourse skills. Building a safe and caring learning community where students feel both physically and emotionally safe is key to students having a successful educational experience. However, numerous surveys and studies suggest many students do not feel safe in their school environment and as a result, student engagement and academic learning Editorial