The unconverted: Why some secondary school head teachers continue to resist academisation

In this article I explore the reasons why some secondary schools in a specific local authority (LA) in England have chosen not to convert to academies or join multi-academy trusts (MATs). The paper combines a review of existing literature on the potential barriers to academisation with thematic analysis from interviews with five head teachers and three chairs of governing bodies across five schools. Its aim is to identify and assess the most significant reasons behind some head teachers’ reluctance to academise, even after over a decade of the academisation programme being in place. By reflecting on the experiences and concerns of school leaders, this paper offers critical insights for policymakers, educational leaders and other stakeholders involved in the process of academisation.