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Anglia. She primarily focuses on affective geographies and young people's social and emotional worlds. Her currently work within the FISHERCOAST project explores the impact of coastal transformations on young people's wellbeing and progression into the fishing industry.

This paper proposes a new model for understanding education through 'responsible leadership'a term which draws on the models of distributed and authentic leadership and on a dialogic understanding of responsible action. It defines 'dispositions for learning' as different forms of the single quality of 'openness to learning'. A 'pedagogy of challenge' is proposed as a way of developing these dispositions. The model is tested through a small-scale investigation into the effect of a two-day leadership education course on five 14-year-old students which conforms to the proposed model. This suggests a link between the students' participation and their dispositions for learning; in addition, it suggests change in their attitude towards, and perceived performance in, their academic subjects over a four-month period.

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Using a mixed methods design, the researchers investigated understandings and practices of democracy across a worldwide network of 180 schools committed to shared values. An extensive questionnaire received 4020 student and 863 teacher returns; additionally, leaders, students and parents from 5 case study schools on different continents were interviewed. All stakeholder groups were found to value democracy highly, but saw its implementation in their schools as challenging and limited. While staff and parents espoused more holistic understandings of democratic practices and cultures, students focused primarily on systems of election and representation. A framework for developing 'responsible leadership' is offered to deepen students' democratic agency through informed, active and reflective engagement with people, situations and curricula.