Teacher retention
Start before the resignation letter: examine professional voice, growth and working conditions. The review identifies useful questions, not a guaranteed retention programme. Nguyen et al. (2026; online 2024)
Professional learning
A defined PLC model in Texas showed favourable outcomes in a non-randomised, provider-funded evaluation. Review the meeting’s work and selection limits before applying that evidence locally. Mansell & Kirksey (2025)
Governance
International-school leadership is shaped by programme, ownership, market and community. Good governance makes the trade-offs visible before a crisis.
Inclusion and equity
Equity work becomes actionable when leaders pair universal provision with targeted support and monitor access, participation and progression.
Workforce planning
National shortage indicators frame the question. Local workforce planning needs clear definitions, role-level exposure and a distinction between expected and actual departures.
Teacher workload
Start with a work demand teachers can identify and leaders can change. A task-level review is more useful than adding another wellbeing activity without changing the work.
Attendance and access
Attendance communication is one part of support. Identify the reason for absence before choosing a response; a message cannot by itself remove every barrier.
Evidence and implementation
Ask two questions: what can this source establish, and what would need to be true for the approach to fit here? A strong study still concerns a particular population and implementation.