The Palgrave Handbook of Education Law for Schools

1. Front Matter

   Pages i-xix

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2. The Need for Legal Literacy by School Principals and Educational Leaders

   1. Front Matter

      Pages 1-1

      PDF

   2. The Need for an Understanding of Education Law Principles by School Principals

      • Mark Butlin, Karen Trimmer

      Pages 3-21

   3. Education Law, Schools and School Principals: What Does the Research Tell Us?

      • Allison Trimble, Neil Cranston

      Pages 23-38

   4. Educational Negligence: Is It a Viable Form of Action?

      • Mui Kim Teh, Charles J. Russo

      Pages 39-58

   5. Risk and Responsibility: Liability of School Authorities for Harm to Pupils

      • Sally Varnham

      Pages 59-80

   6. Child Protection for Educators and Principals: A Moral and Legal Obligation

      • India Bryce

      Pages 81-104

   7. Education, Ethics, and the Law: Examining the Legal Consequences of Unethical Judgment

      • Patrick M. Jenlink, Karen Embry Jenlink

      Pages 105-139

   8. Education Administrators in Wonderland: Figuring Out Policy-Making and Regulatory Compliance When Making Decisions

      • Fernando F. Padró, Jonathan H. Green

      Pages 141-166

   9. TQM’s Impact on the Legal Apparatus: Informing and Directing Compliance Practices

      • Fernando F. Padró, Jonathan H. Green

      Pages 167-195

   10. Articulating the Idea of the Professional Teacher: Beyond Technocratic Compliance

       • Francine Rochford

       Pages 197-216

   11. Meeting the Challenges Facing Religious Schools: An Australian Perspective

       • Jacquie Seemann

       Pages 217-256

   12. Translating Theory to Practice for Principals Working Within Inclusive Education Policy

       • Amanda A. Webster

       Pages 257-280

3. Inclusive Schooling and the Impacts of Disability Discrimination Legislation

   1. Front Matter

      Pages 281-281

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   2. Towards Inclusive Schools: The Impact of the DDA and DSE on Inclusion Participation and Exclusion in Australia

      • Roselyn Dixon

      Pages 283-295

   3. Education of Students with Disabilities as a Result of Equal Opportunity Legislation

      • Jose Luis Alvarado, Cathi Draper Rodriguez

      Pages 297-314

   4. Reasonable Adjustment in Assessment: The Australian Experience

      • Elizabeth Dickson, Joy Cumming

      Pages 315-333

   5. Student Voice and Educational Adjustments

      • Shiralee Poed

      Pages 335-351

   6. The Inclusion and Exclusion of Students with Disability Related Problem Behaviour in Mainstream Australian Schools

      • Elizabeth Dickson

      Pages 353-372

   7. Youth Transitioning from Juvenile Justice Settings Back into School: Leadership Perspectives

      • Therese M. Cumming, Sue O’Neill, Iva Strnadová

      Pages 373-396

This Handbook examines the essential nature of the law within an educational context and asks why there is not greater preparation for this aspect of a teacher’s role. Principals and teachers across the world now work in increasingly uncertain and challenging environments involving complex legislative frameworks, with their roles and responsibilities constantly changing to meet these demands: thus, it is imperative that educators adapt and acquire new skills relating to child protection and criminal law. On a daily basis, teachers and practitioners are being challenged to critically examine and evaluate the legal rights and obligations of various stakeholders, including students, parents, educators and administrators.

However, if these skills are not developed, the implications will be significant: particularly so if principals are deterred from pursuing innovative education strategies due to potential litigation risks. Consequently, the chapters will empower principals and teachers in the management of these concerns. This wide-ranging handbook, including case studies from around the world, will be of interest and value to both scholars of education law and practitioners. 

• Education law
• Responsibility
• Education ethics
• Educational leadership
• School principals
• Head teachers

• Faculty of Business, Law, Education & Arts, University of Southern Queensland, Toowoomba, Australia

  Karen Trimmer, Yvonne S. Findlay

• School of Education, University of Wollongong, Wollongong, Australia

  Roselyn Dixon

Karen Trimmer is Professor at the University of Southern Queensland, Australia. Her research interests also include decision-making by school principals; policy and governance; social justice impacts of policy; Indigenous participation in higher education; and quantitative methods.


Roselyn Dixon is Senior Lecturer in Special Education at the University of Wollongong, Australia. Her research interests include the implementation of digital technologies for students with Autism Spectrum Disorders and positive behavioural interventions for students with challenging behaviour. 



Yvonne S. Findlay is Lecturer at the University of Southern Queensland, Australia. She has over 40 years of experience in education in both the UK and Australia. Her research interests focus on narrative inquiry as both methodology and method and time spent as a police constable in Strathclyde Police, based in the Glasgow area, convinced Yvonne that there is a need for school administrators and classroom teachers to be made aware of their legal obligations in all aspects of school life. 

Policies and ethics