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Today, education shows an urgent need for transformation to better respond to the complex and interdependent nature of current learning and social challenges we are facing. This chapter is based on the evidence of schools and district initiatives that claim for systemic change with a strong focus on wider interconnection and collaboration between learners, professionals and organizations.

Networks for Change is a programme launched in 2017 by the Barcelona Education Consortium that intends to create professional networks of schools in the city. The programme seeks a deep change in the whole system: to influence how teachers learn from one another to lead a collective transformation of schools, moving towards inclusive, significant and profound learning of all students. To achieve this, the programme articulates 25 territorial networks of schools, spread over the 10 districts in the city of Barcelona, grouping a total of 283 schools (ages 3–18), 1,700 leadership teams and 10,000 teachers. The network sessions are facilitated by one district leader, existing a team of 13 facilitators in the programme. Each school assigns an internal and volunteering leadership team that is responsible to assist to the network meetings, so as to empower internal change processes in schools.

The present study evaluates the impact of the programme on the development of territorial networks, as well as on the changes emerged in school communities. The instruments used combine a quantitative and qualitative approach including a questionnaire for teams of leaders involved in the programme, a questionnaire for teachers from schools and a focus group with programme facilitators of the 25 networks.

The main results show that the Networks for Change programme is already becoming a response to the widely contrasted need to weave sustainable relationships between teachers from different schools in the system at the same time that it is strengthening the collaborative capacities of educational actors in the city’s neighbourhoods and territories. Likewise, and to take a step further in the development of the programme, it is suggested emphasizing the increase of transversality in the networks as cross-sector collaboration, distributing the leadership of the programme through its actors and establishing direct ways for the impact to schools and their transformation. Right now, the network mainly fulfils a function of generating learning among its participants, although the desired horizon is to extend this learning to the entire ecosystem and at the same time generate systemic change in the neighbourhoods in order to enhance and document real impact on learners.

The research approach adopted in this article intends to validate ‘place awareness’ as a fundamental element, together and beyond the consideration of classic economic factors, in assessing the endogenous potential of tourism development of a territory. ‘Place awareness’ emerges as a determining factor in the processes of tourist development since it decides the type of relationship that is established with local resources, influencing their use and therefore the forms and modalities of their enhancement. Without the emergence of a ‘place awareness’ capable of recognizing and mobilizing the resources of the territory, the implementation of tourism development policies lead to growth dynamics which are poorly territorialized and predictably not lasting. In order for there to be development of a place, it is necessary that the place is preliminarily renown: the ‘place awareness’ manifests precisely the extent and intensity of this recognition.

To affirm the centrality of ‘place awareness’ in local tourism development processes, Sambuca di Sicilia, located in the Province of Agrigento, was chosen as a case study. The village, following the surprising victory in 2016 of the national competition ‘The most beautiful village in Italy’, is engaged in a promising transition phase with a strong evolutionary potential centred on redefining its identity in terms of a tourist village that focuses on the rich and wide range of local resources available.

The rediscovery of the medieval routes of Norman origin in Sicily readvocates a system of interconnection between small villages, towns and cities which can be compared to the circulation system: ancient paths and roads are like veins and arteries which are ready to reanimate a body in need of resilience and exciting experiences. The slow tourism of historical routes in a new ecology of tourism currently contributes with increasing significance to the creation of green sustainable tourism, compatible with the territory and respectful of local identities.

This chapter aims to highlight the potential of the slow tourism of the historical routes in order to revive the internal areas from an economic and social point of view. The analysis is focused in particular on the Magna Via Francigena: this route links Palermo and Agrigento through the rural heart of Sicily touching 18 small towns inland. The creation of this route has rewoven broken territorial wefts, restoring dialogue and collaboration between the towns involved. It has revitalized the place consciousness of the territories. It has also encouraged place-based production chains and micro-economies, boosting new income. This route makes a definite contribution to placing marginalized area, towns and territories on the geographical map again.

Therefore the historical routes outline new ways of endogenous development based on the recovery and enhancement of identity assets and local resources.

ST MUNGO'S ACADEMY LIES in the north‐east of Glasgow and serves both as a territorial school for the Catholic population in its area and as a ‘creaming’ school for Catholic boys from elsewhere in the city. It has an average number of about 1700 pupils, two‐thirds drawn from its own catchment area, and one‐third from other parts of the city. It is important for several reasons. First, as the premier non‐fee‐paying selective boys' senior secondary Catholic school. Second, as being the subject of a curious agreement between the Marist Brothers, who founded and run it, and Glasgow Corporation. Third, as a test‐case for other Catholic schools in the UK. Fourth, as the one stick of ‘sweaty’ gelignite in the powder house of the city politicians.

Departing from the contribution of the Social Studies of Childhood, this research aimed to understand children’s relations with school based on their economic, social, and geographical belongings. In order to understand the way children from a big city in Southern Brazil build their relations with school, 36 children between 11 and 13 years old participated. The research was developed in two public schools in two neighbourhoods which are very different in terms of family income, violence taxes, access to cultural equipment, public green spaces, public and social freedoms, among other characteristics. Both contexts have big inequalities, and one of them is a context of high social vulnerability. Through participant observations, focus group discussions, and registers in notebooks, it was intended to comprehend not just what school represents to the children but also which elements structure their childhood experiences. The listening to children’s voices revealed that school is important for both groups. For the children who attend the school in the border of the city, school represents future, learning, the possibility to be together with their friends, and also a leisure space. For the children who attend the school in the city centre, the institution is their main social space where they can be together with their friends. Children from the city center school also acknowledge that the inequality between public and private schools is a social injustice. In a country constituted by strong social inequalities, children’s knowledge contributed to comprehend how territoriality, poverty, and social exclusion are related and how they shape the relations children establish with school. This chapter aims to discuss how social inequalities create different school representations, highlighting the specificities in each context.

Purpose – This chapter explores the problem of school shootings as a source of anxiety and fear in schools. Such fear has generated calls for security in schools and has been a catalyst for the development and deployment of antiviolence policies in schools.

Methodology/approach – The chapter begins by examining the development of the Columbine Effect, which is a set of emotions surrounding youth social problems, particularly violence in schools. This Columbine Effect is then explored in relation to its role in the development of policies to mitigate the problem of school violence. These purposes are linked using a multilevel typology of school violence and their sources, created by Henry (2009).

Findings – The chapter explores the levels of violence addressed by six antiviolence policies: crime prevention through environmental design (CPTED), zero tolerance, anti-bullying programming, emergency management planning, peer mediation, and school climate programming. The analysis indicates the level(s) of violence each type of policy is designed to address and identifies research evidence regarding the efficacy of each policy. The analysis also focuses on the unintended consequences of school antiviolence policies, especially those which reduce violence on one or more levels, while exacerbating the problem on other levels.

Research limitations/implications – The analytical approach was selective, rather than exhaustive. Nonetheless, the analysis has suggested a number of ironies concerning the unintended consequences of antiviolence programming in schools. This suggests the need for broader analysis in this area.

Practical implications – The analysis identifies a number of detrimental effects that have resulted from school violence policy initiatives ranging from the socialization of youth toward a society of control and authority. In addition, the chapter helps to clarify the (often negative) effects of hype about violence in schools.

Originality/value of chapter – Although not often connected, this chapter explores the intersection between the discourse of school violence (typically, a social problems framing concern) and the development of school antiviolence policies (typically, an applied social scientific concern).

In this chapter, the author describes the education of Roma, Sinti and Caminanti (RSC) children in Italy focussing on possible pathways to school inclusion. According to available national reports, there are about 140,000 RSC people living in Italy, who the author calls a ‘hidden minority’. The author provides detailed information on their ethnic origins and traditions, describes their legal and social situation, culture and language. Then the author outlines the attainment of RSC in the Italian education system and the most important policies to support their successful education. In conclusion, the author presents selected programmes to promote social inclusion and education of RSC children.

School-level leaders are suffering. They are experiencing a well-being crisis after years of working long work hours, managing an unrelenting workload, and navigating shifting policy contexts. School leaders that are experiencing work intensification and highly stressful work environments can suffer personal and professional consequences. On a professional level, school-level leaders are immersed in intensified work environments that mute the power and potential increasingly associated with their role. This chapter describes challenges that threaten school-level leaders' productivity, job satisfaction, happiness and well-being, such as work intensification, burnout, stress as well as loneliness and isolation. In these ways, the emotional aspects of their work can influence school-level leaders' ability to lead happy and healthy lives, while also having the supplementary effect of making the position less attractive for the next generation of school leaders. Research conducted in jurisdictions around the world is discussed throughout the chapter to demonstrate that the well-being crisis experienced by school leaders is an international phenomenon. I also use this discussion of the challenges facing contemporary school-level leaders to encourage them to reconnect with the reasons why, and the emotions they felt, when first pursuing a position in K-12 school-level leadership.