Ett ledarskap som sträcker sig bortom det vanliga : Skolledares möjligheter och utmaningar i socioekonomiskt utsatta områden

This study explores school leadership in socioeconomically disadvantaged areas, focusing on how school leaders address challenges associated with rising violence and other societal issues. The aim was to identify the strengths, challenges, and strategies that characterize leadership in these environments. The theoretical framework draws on Bourdieu's concepts of social fields, habitus, and capital, as well as Northouse's leadership theory to analyze the dynamics of leadership. Data were collected through semi-structured interviews and field studies at three schools. The interviewed school leaders, Linda, Kaan, and Kubra, shared insights into the internal strengths and external challenges influencing their work. Strengths include a strong sense of community, trust, and the staff's deep commitment to students' well-being and education. Schools often serve as familial environments and compensate for students' lack of cultural and social capital through activities such as cultural excursions and museum visits. Key challenges include the pervasive impact of crime, which affects students' safety and social lives, alongside language barriers and complex family circumstances that extend the learning curve for many students. The school leaders address these issues through collaborations with external actors such as social services and the police and by building bridges between homes, schools, and broader societal institutions. The study concludes that leadership in these areas requires going beyond traditional responsibilities to foster security and hope, not only for students and their families but for the community at large. It provides insights into how relational and strategic leadership can create opportunities for students in socioeconomically disadvantaged contexts.