ABSTRACT
Here, we discuss a number of themes emerging from the foregoing chapters, including: adopting a systems framework; hard-to-tame problems; leadership and boundary spanners; models of organisational change; and teacher buy-in to programs. Some additional themes that we consider worthy of greater attention include the voices of young people, gender, and green schooling. We conclude that ‘thinking big’ is not antagonistic to ‘acting small’, if our interventions are wise.
