Between Scylla and Charybdis. Navigating the governance regime to sustain school success

Purpose This article draws on one case from a broader multi-case study of successful schools serving socio-economically and culturally disadvantaged populations. What makes this case particularly relevant is the pivotal role that a reform of the school’s governance structure played in catalyzing a long-term improvement process. The purpose of the article is to understand how this process of constructing a new governance regime unfolded and to examine the social dynamics that sustained it over time. Design/methodology/approach A qualitative case study was conducted using ISSPP network protocols. Data sources included semi-structured interviews with the principal and staff, a teachers' questionnaire, two focus group interviews with students and non-participant observation of different events and meetings at the school. Findings A unique governance regime is the response of Migracions High School to a previous cycle of deterioration of the school life and low achievements. The regime is characterized by an extended and supportive network of middle leaders focused on creating a positive and safe environment for student progress. It has been built and sustained over 17 years under the leadership of the current principal and explains the school’s notable success and recognition despite operating in a highly challenging social context. Originality/value The narrative account adopted by the study managed to make sense of the school social dynamics that led to an important reform that shaped school identity. The analysis benefited from a theoretical perspective that place complexity in social systems as the product of the evolving process of interaction among participants.