School leadership has two moral imperatives in Northern Irish schools. First, to provide all students with equal access to a relevant pedagogical experience and learning outcomes. Second to build community in the school and locale. A three-stage action-research project carried out in a Northern Irish Secondary School addresses these imperatives. A School Leadership Team (SLT), in partnership with a Higher Education Institution research team implemented stage one of the action-research. Evidence revealed students were positive about their overall school experiences whilst teachers were completely ‘student-centred’. In stage two the SLT developed strategies informed by this evidence to enhance the whole learning experience on a platform of trust, respect optimism, and the recognition of diversity, building on current good practice. The change strategies also aimed to enhance: students’ and teachers’ decision making in their learning; students’ contribution to learning intentions; how students relate their learning to their future involvement in the labour market and systems of production and exchange; how students’ learning helps them to understand their community and inherent societal challenges; how students’ faith helped their learning. This paper reports stage three, the impact of the change strategies on participation in school systems, learning, and learning outcomes including skills