Who are the National Association of School Leaders and why did we want to bring the issue of the rise of the far right to the last ESHA General Assembly?
NAHT is the UK’s largest trade union for school leaders with 49,000+ members. NAHT has a thriving international committee, and it is a key organisational priority to advance solidarity with international trade unions and school leader networks. The international trade union movement is the largest civil society organisation in the world, and we recognise that we have a vital role to play as a leadership union within that movement.
At the last ESHA General Assembly NAHT requested that a discussion should take place addressing the increasingly troubling rise of the far right in Europe. As representatives of a diverse coalition of school leaders, ESHA is uniquely placed to take action and develop strategies to use our collective influence to tackle this deeply troubling threat to democratic values, social cohesion, and human rights.
In summer 2024 29 anti-immigration demonstrations and riots took place across 27 towns and cities in England and Northern Ireland. Many demonstrations were violent, with participants attacking mosques and hotels housing asylum seekers. These demonstrations followed the tragic murder of three children by a UK national on July 29 and fuelled by false rumours that the assailant was a Muslim migrant, far-right rioters instigated violence, they broke into hotels housing asylum seekers, targeted immigration lawyers, and terrorised Muslims and other minoritised communities. This was against the backdrop of the right-wing Reform party gaining ground as the third largest party by popular vote in the 2024 election.
These events have had a significant impact on our school communities. Many children and young people were brought to violent demonstrations and attempts were made to radicalise them, children as young as 7 received criminal charges. We have had significant reports from UK school leaders of increased use of hate language in schools, segregation in play activities and physical attacks on pupils from different backgrounds. We are already seeing the impact of these events on the ever-growing teacher recruitment crisis with increased fear and xenophobia leaving much needed migrant teachers less likely to apply for jobs.
We know that right wing governments supress fundamental freedoms including our right to strike and the right to bargain collectively for fair terms and conditions. We know that they undermine the right of all children to access a properly funded education system; we have seen countless examples throughout Europe, that investment in education and essential services for children and young people decreases when right governments are in power. We know that such governments create a culture of fear undermining the peaceful and prosperous futures of generation of school pupils.
There is, however, great strength and hope in the collective, there are examples of joint organising strategies in Europe that have counteracted far right extremists. For example, in France it was the education unions and their school leaders who championed a collective response to counteract Le Pen’s Eurosceptic agenda. We know that ESHA members will have examples of best practice initiatives that will have valuable Europe-wide learning that we want to have the opportunity to share.
The far-right is disseminating views which are racist and sexist and which undermine LGBT+ equality and disability equality. There is great potential strength in our collective power as ESHA to develop solidarity in the face of such hate and oppression. We know that we need considerable reparative work to fix deeper issues of racism, xenophobia and broader inequalities in our structures of power, institutions, and communities. To do this we must be unequivocal in our core values of equality and our opposition to all hate.
NAHT would like to propose that ESHA adopt a statement of core values championing equality and embracing difference. At recent discussions at the GA participants expressed that ESHA had the potential to provide a collective and protected space for school leaders from throughout Europe to discuss strategies for a peaceful and inclusive future for school communities Europe wide. Adoption of a statement of core values would set the foundations for the development of a strategy of action which ESHA could take collectively to address the spread of extremism and its impact on school communities.
NAHT would like to propose that the General Assembly in Düsseldorf formally accept the following statement:
As the European School Heads Association (ESHA), we are committed to fostering an organisational environment where equality, diversity, and inclusion are at the heart of what we do. Our values emphasise respect for every individual and their human rights, ensuring that all voices are heard and valued. Through collaboration, advocacy, and leadership, we strive to create a landscape of school communities throughout Europe that reflects and respects the richness of Europe’s diversity.
This statement aims to highlight ESHA’s commitment to equality and diversity within Europe while underlining the role of school leadership organisations and unions in collectively promoting these values.
Please contact Petra van Haren in email to express your agreement or disagreement with this statement and to add any further comments. These comments will inform further discussion at the next GA.
Chairman of the SLV NRW Wolfgang Siebeck and Minister for Schools and Education of the State of North Rhine-Westphalia Dorothee Feller.
On Friday 29 November our German member SLV NRW celebrated its 40-year existence in Witten (BRD). Dr. Burkhard Mielke reports on the ceremony.
With my eyes briefly closed, I heard the beautiful music of a "big band" and when I opened my eyes, I saw the serious and concentrated faces of the children from the Witten Youth Music School. What better start could one have wished for the ceremony of an organization that deals with schools and young people – the 40th anniversary of the North Rhine-Westphalia School Heads Association.
After the opening speech by the chairman of the SLV NRW Wolfgang Siebeck and the greeting from the Minister for Schools and Education of the State of North Rhine-Westphalia Dorothee Feller, Sven Winkler from the ASD (General School Heads Association of Germany) and Petra van Haren from ESHA (European School Heads Association) showed how closely and well we are networking nationally and internationally in productive and trusting cooperation. Director Petra van Haren attended on behalf of ESHA and congratulated the board and members. In her speech she specifically stressed that education is not a cost but an investment and that investing in school heads has the most effective turnover when it comes to innovation and achieving quality education.
Petra van Haren
And then a moving moment followed when Rudi Doil, honorary chairman of the SLV NRW and founding member, stepped up to the lectern and spoke about the origins of our association. It began in Sennestadt at Rudi Doil's school with the awareness, articulated for the first time in NRW, that being a headmaster is and must be more than "primus inter pares" or, to put it more banally, a teacher with administrative duties. This small group of headmasters made the central theme of our work public, a theme that we still have to work on today. And there in Westphalia, too, cooperation began at a national level with Lower Saxony and at the same time spread throughout NRW. Long-lasting applause expressed gratitude for this contemporary example and also for having him still actively involved in the board's work after 40 years.
Anyone who expected a fundamental pedagogical speech after these welcoming words was pleasantly surprised. Frank Busemann, decathlete and silver medallist at the 1996 Olympic Games in Atlanta, jumped onto the podium with ease and lightness of foot. As in his autobiography “Giving up is not an option”, he showed, using pictures from his development and a list of setbacks caused by injuries, how he always found his way forward – through self-motivation, belief in himself and the discipline to want to achieve his goals despite all setbacks. The many aspects of the challenges he faced can serve as an example and motivation for our task as school principals. Using his own student biography, Frank Busemann made it clear how much his years of interest and enthusiastic learning, but also his years of demotivation and failure, were dependent on teachers and school administrators and on their trust in his will to learn. It was noticeable that the audience took this motivation, documented by his personal example, as encouragement.
After a short break, the day ended, honouring a personality who has done a lot for our professionalization as school leaders and for the recognition of the profession of "school leadership" in the public and educational policy: Professor Dr.Hans-Günter Rolff. The laudation given by the honorary chairwoman of the SLV NRW, Margret Rössler, honoured him for his research work, particularly in the areas of school development and the professionalization of leadership. She thanked him for decades of cooperative collaboration with our association, which was not only expressed in his work as a speaker at some of our conferences, but also in the joint organization of congresses and cooperative events at state and federal level, also within the framework of the European School Leadership Association (ESHA) and international meetings between science, educational policy and school leadership practice. He was one of the first to identify the underestimated importance of school management and school leadership and underlined the direct and indirect influence of school management not only on the organization and atmosphere of the school, but also on student performance, which led him to the sentence: “No good school without good school management” (H.G. Rolff, Basel 2008).
What else contributed to the success of the ceremony?
the ambience of the Witten Hall with its variable design options
the flower-decorated hall
the discreet and attentive service of the staff
the appealing buffet
the beautiful music of the Bielefeld band “Les Flâneurs” between the presentations and at the end of the event
instead of a commemorative publication, a memory stick about 40 years of representing the interests of school management.
A special guarantee for the lavish celebration was the moderator. Michael Günzel led us through the ceremony with short, successful, appreciative transitions and with an important remark about our expectation of a promise from the minister.
And above all, the sun of Witten shone as a benevolent sign of a bright future, despite all the challenges of today.
Dr. Burkhard Mielke
In October ESHA participated in a Parent International conference to present a number of projects at workshops for parents.
ESHA has worked in partnership with Parents International for some years now. At the end of October, we had the opportunity to participate at the Parent Summit – Parents International's equivalent of the ESHA Biennial – held in Telavi, Georgia, and got input from parent representatives and parent engagement experts representing ten countries on two ongoing projects: Bio-Streams and SuperCyberKids. There was a workshop on Drone, too, that is a project the two organisations work on jointly.
The Bio-Streams co-creation workshop, facilitated by ESHA and the University of Maribor, not only covered the planned school interventions on healthy lifestyles and preventing obesity, but also asked for input for the clinical interventions that are the backbone of Bio-Streams. Not surprisingly, the participants see the role of parents as the main protagonists in health education rather than the schools. They are open to collaborating with schools on the topic as long as the schools appreciate and acknowledge the primary role of parents.
It is also clear that parents prioritise in-person activities, especially role modelling and providing balanced options for nutrition and activities. They see the role of any digital solutions as auxiliary, primarily a source of information. There was a major emphasis on balance, not only of activities, but for example having a focus on eating disorders such as anorexia and bulimia, not only obesity.
In connection with the clinical interventions, they would be very hesitant to share medical information online or with healthcare professionals. The concern for data sharing is an element that needs to be taken very seriously.
The SuperCyberKids workshop started with a brief presentation of the project. After that, participants were asked to collect the cybersecurity skills they deemed necessary by children by the time they finish school. It was followed by a discussion on the awareness of teachers and parents of these skills, and good strategies to equip children with these skills and competences.
The Drone workshop had a broader focus on digital literacy and followed the logic of the recent interviews carried out in the project.
Digital literacy and cybersecurity have also proven to be topics – as it is usual with non-traditional school subjects – where parents want to be engaged from the first steps of planning to implementation and evaluation. Another element – also echoing what school leaders, parents and students have mentioned in the Drone interviews – is that there is a need to focus on teachers’ digital literacy, too, and not only related teaching skills. There is no doubt that parents need and want to have support from schools in this field – just like with health-related topics –, but they are not sure teachers have a high-enough level of skills and competences in these fields themselves.
The demands on school principals have increased continuously in recent years. The General Association of School Principals in Germany (ASD) has analyzed the challenges and the resulting need for further training for school principals and emphasizes the importance of comprehensive continuing education opportunities.
Sven Winkler, Chairman of the ASD and Headmaster of the Osternburg Secondary School in Oldenburg, explains: "School principals are faced with a wide range of tasks, ranging from the digitalization of teaching to inclusion and crisis management. Given this complexity, lifelong learning is essential for school principals in order to ensure the long-term quality of school education."
Complex tasks require a wide range of skills. The ASD analysis shows that the tasks of school principals require continuous adaptability and professional development. The key challenges include:
School management and administration: The introduction of modern administrative software and compliance with legal requirements are essential for smooth school operations. Further training in IT and software applications as well as in school law is therefore of great importance.
Personnel management and development: Strategic personnel planning, conflict management and team building are key aspects of successful school management work. Management coaching and further training on these topics help to promote a motivated and efficient team.
Quality development and project management: Ensuring and further developing school quality requires sound knowledge of project and quality management. Appropriate further training courses are essential here.
Crisis management: From developing emergency plans to effective crisis communication – school management must be prepared for crisis situations. Further training in the area of crisis prevention and management is necessary to ensure safety in schools.
Communication and public relations: Effective communication with teachers, students, parents and external partners is crucial. This also includes public relations and strategic school marketing. Workshops in PR, school marketing and communication are essential.
Parent work and community engagement: Close cooperation with parents and the community strengthens the school climate and support for schoolwork. Training in parent work and community building are important components in building a trusting relationship.
Financial management and resource planning: Planning and managing financial resources requires in-depth knowledge of household and financial management. Training in budget planning, fundraising and resource management is necessary to ensure financial stability.
Inclusion and diversity: Implementing inclusive teaching concepts is a key task. School leaders must continue to train in intercultural competence and communication in order to meet the needs of all students.
Mental health and well-being: Promoting the mental health of students and teachers is more important than ever. Training in stress management, resilience and psychosocial support is of great benefit here.
Education for Sustainable Development (ESD): Integrating sustainability issues into everyday school life is essential. School leaders must develop concepts to sensitize students to climate change and environmental protection. Workshops on ESD and climate protection projects offer support.
MINT (the German equivalent of STEM) promotion: Promoting MINT subjects is crucial to opening up future-oriented educational opportunities for students. Training in MINT projects and cooperation with external partners are important building blocks.
"In order to keep up with the constant changes in the education sector, school management must invest specifically in their further training," says Winkler. The ASD is committed to ensuring that school principals have access to high-quality and practice-oriented training opportunities that help them to expand their skills and actively shape school development.
Sven Winkler is a secondary school principal and holds an MA in “School Management and Quality Development” from the Christian-Albrechts-Universität zu Kiel. He has held positions of responsibility in school management since 2008 and has been head of the Osternburg secondary school in Oldenburg since 2015. Winkler is an honorary board member of the Lower Saxony School Management Association (SLVN) e.V. and is chairman of the German General School Management Association (ASD) e.V., the umbrella organization of the affiliated German school management associations. He also works as a systemic coach, trainer and consultant for (school) managers.
HEADstart 17 and 18 are the last in the series of eight dimensions of the Learning Organisation Model. ESHA’s quality cards series HEADstart aims to help school heads with useful professional tips on how to develop and become better leaders of their teams.
As a school head, fostering a research culture within your institution can help you transform it into a thriving learning organisation. Practical questions for which this card offers suggestions:
How to work evidence-based on educational improvement
How to encourage teachers’ research-oriented attitude
Collaboration with partners, experts, and external organizations aimed at learning with and from each other leads to new insights and better decisions regarding vision, policy, and actions in schools. This card focuses on questions such as:
Why should you foster learning with partners?
What challenges can occur?
How can a school leader enhance learning with partners?
We are delighted to invite you to the World Anti-Bullying Forum 2025, which will take place in Stavanger, Norway from June 11 to 13, 2025.
Over three inspiring days, more than 600 participants worldwide — including researchers, policymakers, teachers, educators, students, and other engaged individuals will gather to share knowledge, best practices, and strategies to prevent and address bullying.
The conference offers a diverse and exciting program, highlighting various aspects of bullying and efforts to create safe and inclusive environments for children and youth.
Conference opening speech by the Norwegian Minister of Education Kari Nessa Nordtun.
Presentations from world-leading researchers, including Robert Thornberg and Anthony Peguero, as well as other prominent voices in bullying research.
An engaging combination of oral presentations, panel discussions, workshops, and poster sessions.
A focus on interdisciplinary perspectives, relevant for professionals in preschools and schools.
A unique opportunity to emphasize the connection between researchers, policymakers, the education sector, and leisure activities.
The conference places special emphasis on how preschools and schools can work to prevent bullying and social exclusion, offering a unique opportunity to:
Learn from the world's leading researchers in bullying and related fields.
Share knowledge and best practices with professionals, students, and enthusiasts worldwide.
Contribute to strategies that ensure children and youth grow up in a safe environment free from bullying.
We look forward to welcoming you to WABF 2025 in Stavanger, Norway!
Contact us with questions: email@example.com
Claus Hjortdal has received the Knight's Cross in recognition of his work, as well as for the importance of school leadership as a fundamental and valuable function in the welfare of society.
Claus Hjortdal from the Danish School Heads Association ‘Skoleleder Foreningen’ Denmark has been an involved and respected member of ESHA who attended his final General Assembly in November in Antwerp. Whilst all at ESHA wanted to thank Claus for his work and to wish him the absolute best for a long and fulfilling retirement, we were all delighted to learn that Claus has received a great and rare honour in Denmark.
HM King Frederik X of Denmark has awarded Claus Hjortdal the Knight's Cross. It has been awarded in recognition of his work, as well as for the importance of school leadership as a fundamental and valuable function in the welfare of society.
According to the king's decree, the award of the order is an external sign of recognised civic virtue, available to any deserving Dane regardless of rank. Whilst we delighted for Claus we are also delighted that this honour is being awarded in recognition to someone whose career been based throughout on providing public service in education. It gives recognition to the importance of our profession. Lets hope that throughout Europe there may be an increased focus on giving public recognition for the unsung heroes who give their working lives to being public servants.