Drawing on the work by Leithwood et al., (2006) and Day, Gu & Sammons (2016), this paper reports on findings from a 3-year research project aimed at investigating the impact of school leadership on teachers’ work and pupils’ outcomes. This study is based on existing literature that points to the direct and indirect influence of school leaders on pupil learning and outcomes. Such an influence is often moderated by other factors such as the sociocultural context of schools, teachers' work, classroom dynamics, the school-family relationship, school culture, as well as, leaders' personal characteristics (Day, Gu & Sammons, 2016).

During the COVID-19 pandemic, the pressure on school leaders has increased. They had to deal with a wide array of unpredictable and changing scenarios with limited options and resources leading to a 'perfect storm with imperfect leadership answers' (Harris & Jones, 2020, p. 244). Also, the COVID-19 pandemic had consequences for pupil learning and achievement (Engzell et al.,2020; Flores et al.,2021; NFER,2020). Among the abrupt changes triggered by the pandemic, the sudden and compulsory shift from face-to-face to online teaching and learning, and the constraints and changes in the experience and perception of the physical and relational space of the school, particularly on the part of the pupils are highlighted. It is, therefore, important to look at leadership practices and school functioning, particularly in such challenging circumstances (Harris & Jones, 2020), taking into account pupil voice.

Educational research recognises pupils as key informants in understanding school dynamics (Day, 2004, Horgan, 2016, Ansell et al., 2012) and teaching and learning improvement (Mitra, 2004, Flutter & Rudduck, 2004, Roberts & Nash, 2009).  Moreover, pupils are very proficient at understanding the attitudes, intentions and behaviour of teachers and other educational actors (Day, 2004). Listening to pupils is key to improving teaching and learning (Flutter & Ruduck, 2004). This paper explores pupils’ views and their experience of schooling during and beyond the pandemic as well as their perception in relation to the work of the school leaders during such period. 

This paper draws on a three-year research project, funded by the Portuguese Foundation for Science and Technology entitled ‘IMPACT - Investigating the Impact of School leadership on Pupil Outcomes’ (PTDC/CED-EDG/28570/2017). It is based on work by Leithwood et al., (2006) and Day, Gu and Sammons (2016) and it aimed to examine leadership practices and their impact on pupils' outcomes. Data were collected according to three phases: i) exploratory interviews with 25 headteachers: ii) a national survey of headteachers (n=379) and key staff (n=875); iii) case studies N=20 (20 schools). This paper reports on findings arising from the case studies (Phase III), through 13 focus groups (n=74) in different school contexts with pupils (year 4 to year 12). Participants’ age ranged from 9 to 17 years old, 43 were female and 31 were male. Data were collected between September 2021 and May 2022 in 13 Portuguese public schools. Content analysis was performed to analyse qualitative data and to look at emerging categories based on the semantic criterion (Esteves, 2006). Verification strategies (Creswell, 1998) were used to ensure accuracy: the research team members engaged in a process of systematic analysis of the categories and sub-categories in order to reduce and make sense of the data (Miles & Huberman, 1994). Best practice in the field of social research was taken into account regarding research with children in educational settings (Alderson, 1995; Alderson & Morrow, 2011). Informed consent was appropriate to both the research topic and purpose and to the participants' characteristics, prioritising succinct and relevant information to promote participants' autonomy and involvement in the research process (O'Farrelly & Tatlow-Golden, 2022).

Data are explored in light of pupils’ perceptions of their schooling experience regarding school climate, organisational matters and school as a learning place. As for their views on learning and academic achievement, the participants spoke of both intrinsic and extrinsic factors and highlighted issues of support and pedagogical interaction with their teachers but also the role of the headteacher. As for pupils’ views on their school experience, the participants highlighted the school climate, organisational matters (i.e. curriculum management, school organisation, timetable, school conditions or pupil participation at school), but also the role of the school as a socialisation place (i.e. the relationship with their peers and friendship) and as learning place (i.e. projects and activities and improving learning efforts). As for their views on Covid-19 Pandemic, the pupils spoke of both personal and contextual factors and also factors linked to learning and achievement. Pupils highlighted issues of motivation, isolation, autonomy and self-regulation, organisational and family support, socioeconomic conditions, access to resources and equipment, and contingency and sanitary measures. Factors linked to learning and achievement were also highlighted. The role of the principal is seen as crucial in terms of the relational and organisational dimensions of pupils’ experience during the pandemic. Issues of control over teaching and learning, 'what?' and 'how?' but also 'who?' and 'for what purpose?' arise from this study (Carrillo & Flores, 2020). This paper also reinforces the paramount importance of pupils' voices and participation at school as a key aspect for (re)designing present and future teaching scenarios and articulating a more coherent and systemic response to the challenges in post-COVID-19 times. These and other issues will be discussed further in the paper.

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