The aim of this research is to generate new understandings of the potential turbulence that school principals encounter as they seek to empower themselves and their staff to empower young people to be societal innovators for equity, peace and renewal. Northern Ireland (NI) is a society, emerging from recent conflict. Since 1998 and the signing of the Belfast (Good Friday) Agreement a power-sharing government was established (although there have been periods of direct rule from Westminster when the power-sharing Assembly has collapsed). Whilst Northern Ireland has been considered a post-conflict society, it remains heavily segregated in terms of its political institutions as well as in housing and education (Niens et al., 2013). Segregation can have a lasting impact across society, and in particular, on young people (Roulston et al., 2016). The case study, which contributes to this proposed large symposium, was undertaken within the context of school partnerships and shared campuses forged through the Shared Education programme in Northern Ireland. Eight school principals were interviewed to explore the manner in which they undertook their roles within education governance systems, and categorise the kinds of ‘turbulence’ they experience - for example, in terms of strength and whether turbulence is light, moderate, severe or extreme (Gross, 2016). We analysed how they navigated the turbulence. We examined how the governance systems sanction them to empower school communities to become societal innovators for equity, peace and renewal. Evidence reveals those principals who demonstrated passion in their work and articulated clarity in terms of their vision for building relationships with community were able to handle challenges and minimise any negative impact of turbulence. Having support from the governing body, from colleagues and from the wider school community was highlighted as being critical to having a positive experience of leading a school. Schools are places for Empowering Young Societal Innovators for Equity and Renewal. It is equally apparent that empowering school communities can be a challenge for principals and a source of turbulence. Successful principals utilised mentors and advocates to build clarity of purpose, and to combat the potential for loneliness of leadership. A culture change is required that is more respectful and about equity in terms of recognising the progress that children have made, recognising stages of progression and recognising progression rather than recognising these landmark ages, when we expect them all to have got this standard.

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