ABSTRACT
This chapter provides detailed profiles of the three primary schools that participated in this study: South City Independent, South City State, and Northern City State. Each profile examines the school’s structure and policies, teaching staff, case study pupils, curriculum approaches, and specific initiatives that influenced children’s agency. SCI demonstrates how traditional academic excellence can coexist with some structured opportunities for children’s agency within a selective independent setting. SCS shows how schools adapt to serve diverse communities while maintaining academic standards, particularly through creative curriculum initiatives and community engagement. NCS exemplifies the most explicit commitment to children’s agency through innovative approaches to curriculum co-construction and lesson design. Through rich descriptions of each school’s unique characteristics and practices, the chapter establishes the contexts for understanding how different institutional environments shape opportunities for children’s agency in educational settings.
