From Teacher Education to Middle Leadership: Developing Equity-Oriented Leadership in Primary Science Education

Equitable science education in primary schools depends on whether all pupils can participate meaningfully in the distinctive practices of science, including inquiry, practical investigation, observation, evidence-based discussion, fieldwork, and the use of specialist resources. Yet access to these experiences can be uneven, as primary teachers vary in confidence, subject knowledge, resources, and preparation for organising science-rich learning. While research has examined primary teachers’ preparedness to teach science, less attention has been given to how primary science middle leaders develop the capacity to support equitable science teaching and learning across their schools. This study explores how primary science middle leaders understand and enact equity-oriented leadership in relation to science curriculum, pedagogy, resources, assessment, and pupil participation. Using semi-structured interviews with fifteen primary science subject leaders working in English primary schools, data were analysed thematically to identify factors shaping science-specific leadership capacity. Findings show that leaders foster equitable primary science by supporting inquiry and practical work, promoting curriculum progression, coordinating resources, developing teachers’ science-specific pedagogical capacity, and promoting pupils’ participation and belonging. Science leadership capacity itself developed through professional learning, collaborative networks, classroom experience, and school-based problem solving, while limited time, authority, and leadership preparation constrained its enactment. The study proposes five interconnected dimensions of equity-oriented primary science leadership that support pupils’ access to, participation in, and belonging within meaningful science learning.