Editorial

At this time of great uncertainty, we begin the first edition of this volume with papers grounded in areas of central interest to Improving Schools. This edition includes insights into the potential of creativity in learning, with evidence of cognitive as well as emotional credit for learners; holistic and integrated approaches to improving education are also discussed in many of the papers in this edition, these are especially apt in circumstances of disruption and disconnection; matters of agency and inclusion are also apparent across many of the articles, offering a deep-rooted and nuanced approach to improving schools. Demetriou and Nicholl (UK) commence with an examination of creativity in the classroom, taking a theoretical glimpse into the scope of creative learning alongside a mixed methods empirical study into creativity in the classroom. They observed additional emotional and cognitive gains for learners where there is a strong level of creative engagement involved in learning tasks. They also highlight the added impact of creativity when it is tied to empathetic engagement and increased understanding of audience needs. Their study suggests that both emotional and cognitive development occur through creative and empathetic learning, impacting on student development in a holistic way. Noltemeyer and colleagues (USA) focus their attention on the role of learner motivation and engagement in schools, in recognition of positive impacts on student personal and academic improvement over time. They look specifically at the Positive Behavioral Interventions and Supports (PBIS) framework as a possible means of enacting a holistic approach to influencing learner outcomes. They explore both contextual and individual level variables impacting on student motivation and engagement and propose potential advances in the application of PBIS. O’Brien and Colleagues (Ireland) examine the role of students in school self-evaluation activity. O’Brien and colleagues’ case study positioned students as active researchers in self-evaluation of the school, with students involved in gathering data and partnering with staff in decision-making. Adams and Myran (USA) further recognise the absence of pupil, parent and community voices within education spaces. In their article, they focus on the area of early childhood education in which the potential for parents to make a powerful influence as highly ‘credible knowers’ is largely untapped. Bzour, Zuki and Mispan (Palestine) explore issues of student drop-out. Their empirical study involved students, parents and teachers. Family context, socio-economic circumstances, school culture and the nature of sanctions, student orientation and sense of belonging were often visible factors that coalesced in incidences of drop-out. Vasallo (Malta) discusses the way school leaders’ values relating to multiculturalism and diversity are enacted in everyday practices and routines in schools. They discuss actions and attributes that have potential to ensure that the needs of diverse pupil populations communities are recognised and met. From varied stances, these articles consider the potential as well as the barriers to including, reconstituting and broadening school improvement and decision-making towards a deeper connection with context, students and their communities. Dr Tracey Allen Associate Professor University College London, UK 1089102 IMP0010.1177/13654802221089102Improving SchoolsEditorial editorial2022