ABSTRACT
Within an educational landscape of historical inequity, principals face a myriad of socioeconomic challenges where they must engage in practices to facilitate student success. Using phenomenography, the co-researchers present a tapestry of the nature of the socioeconomic challenges faced by three primary and three secondary schools in Trinidad and Tobago (T&T) and share the social justice leadership (SJL) practices of the six principals of these schools. In essence, these principals targeted “symptoms” of socioeconomic challenge. Findings of the study indicate implications for principal preparation, school staffing, and equitable provision of resources to schools facing challenging circumstances (SfCC). The chapter concludes with a call for further research on SJL within SfCC in T&T and in similar contexts.
