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Three out of four school principals do not do enough to support students who have poorer social conditions.
At one in four school principals, the efforts against segregation are far from sufficient, according to a report to the government.
It is the School Inspectorate that has summarized how school principals work to give all students the same opportunities, regardless of background. The school has a compensatory mission, which means that resources must be distributed as needed.
The basis for the report mostly includes municipal principals, but independent school principals are also included.
Lacks an overview
Every fourth school manager is judged to have significantly weak efforts for a more equal school. It could be that extra resources are only deployed where the need is obvious, for example in schools that have received many new arrivals, but without knowledge of possible needs at other schools. School principals thus lack an overview. It could also be that the same resource allocation model has been used year after year, without updating.
The School Inspectorate notes that powerful and long-term efforts are often required to break a pattern, for example low grades at a school.
Problems are amplified
But the capacity of different principals varies. Where it does not work, several different problems can reinforce each other: weak governance, deficiencies in teaching, a messy environment, too little support and too little student health work. Weak governance can also lead to principals leaving.
But, the School Inspectorate points out, there are also positive signs. One such is that students in socio-economically weak areas feel more than other students that their teachers arouse interest in studies and make them believe in themselves. The next step needs to be to find out how these students can get a teaching that gives more, writes the School Inspectorate.