Equity in practice: school leaders’ perspectives in Scotland and South Australia

Abstract

Education systems worldwide position equity as a central policy objective, yet its advancement depends heavily on school-level interpretation and enactment. This article examines how school leaders understand and operationalise equity within the constraints and opportunities of their policy environments. Drawing on qualitative interview data collected in Scotland and South Australia, the study finds that despite differing policy architectures, school leaders across both systems conceptualise equity as a dynamic, context-responsive commitment to meeting diverse student needs rather than a fixed or standardised principle. This fluid understanding enables leaders to navigate limited or inconsis..