Is there someone left behind? The role of school principals’ in implementing Decree-law no 54 in Portuguese schools
Abstract
This study investigates the perceptions of 12 school principals in Por
tugal regarding the implementation of Decree-Law no 54/2018, as part
of a broader research project titled “Assessment in Basic and Second
ary Education: Teachers’ Practices and Conceptions of Internal and Ex
ternal Assessment in Portuguese Schools,” funded by the Portuguese
Foundation for Science and Technology (CEECIND/03157/2018). Data
were collected through exploratory interviews conducted in various
regions of mainland Portugal. Principals highlighted both the chal
lenges and opportunities presented by a diverse student body, par
ticularly those from immigrant backgrounds. The findings reveal that
school principals implement specific policies and practices to ensure
appropriate support for students while also addressing the challenges
of meeting their diverse needs. The study emphasises the critical role
of school leadership in promoting and sustaining inclusive practices,
highlighting the importance of effective management in creating an in
clusive educational environment. Additionally, a relationship between
inclusive practices and academic outcomes was also identified, with
principals acknowledging the impact of inclusive education on student
performance.
Keywords: school principals’; inclusion; educational policies
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