The Norwegian National Curriculum (2020) and the recently updated Act of Education (2024) are clear: the purpose of schools is to promote equity and democracy. Schools are to be communities in which diversity is a resource, and social and academic learning are interwoven. School leaders are expected to lead the development of collaborative and trusting professional relationships with and among their staff. Student voice and participation in the daily business of learning and organising in schools is mandated, and students in Norway report consistently that they take part in making decisions about how schools are run (Schulz et al, 2025). These core educational policies can be understood as a realisation of the fundamental values and expectations of Norwegian welfarism. Leaders at both school and regional levels are responding actively and positively to these requirements, and in many areas of Norway time and resources are being invested in the development of knowledge and practices connected with equitable and inclusive education. Findings from interviews conducted with leaders in one region indicate that the majority are committed and motivated to achieve educational policy, viewing equity and inclusion in schools as fundamental to addressing societal challenges. At the same time, leaders report concerns about an increasing focus on rights of the individual at the cost of the community, having to navigate pressures of realising values and meeting accountability targets, and the dilemma of leading for equity in a time of economic stringency. The pressures of fewer resources and increasing workloads are keenly felt by school leaders in Norway, and they struggle to balance the aims and intentions of a democratic education with increased accountability demands at local level (Gunnulfsen & Skedsmo, 2023). For example, the introduction of school choice at high school level (ages 16-19) has led to greater interest in results as a perceived indication of quality. Practices such as performance-related pay and benchmarking have become more prevalent at municipality-level, whilst at the same time there are fewer resources available for the development of inclusive learning environments. Leaders report that they struggle with dilemmas of prioritising and finding means to sufficiently support the learning of students and staff. Managing such dilemmas requires bravery and the ability to confront and act decisively. Important for Norway, therefore, is the identification and cultivation of leadership practices which enable school leaders to resist calls for increased regulation and concentrate on leading in line with Norwegian values.

Gunnulfsen, A. E., & Skedsmo, G. (2023). School Leadership in Norway: Key Characteristics and Current Challenges. In A. E. Gunnulfsen, H. Ärlestig, & M. Storgaard (Eds.), Education and Democracy in the Nordic Countries (pp. 61–74). Springer. Kunnskapsdepartementet (2017). Overordnet del – verdier og prinsipper for grunnopplæringen. Fastsatt som forskrift ved kongelig resolusjon. Læreplanverket for Kunnskapsløftet 2020. Opplæringsloven. (2024). Lov om grunnskoleopplæringa og den vidaregåande opplæringa (LOV-2023-06-09-30). Lovdata https://lovdata.no/dokument/NL/lov/2023-06-09-30