Hearts that tremble: a case study of a compassionate learning community

This study deepens understanding of how one exemplary school—serving a population where many students have experienced Adverse Childhood Experiences (ACEs)—fosters and sustains a compassionate learning community. This dissertation explores how school leaders cultivate compassionate learning communities by examining the narratives of both staff and students to gain a deeper understanding of their experiences within a school environment. A qualitative case study methodology was used, incorporating semi-structured interviews, focus groups, and researcher observations to gather rich narrative data. The theoretical framework is grounded in social constructivist theory and is based on Harris and Spillane's (2008) concept of distributed leadership, which highlights the contributions of all individuals—regardless of formal leadership titles—to leadership practice in schools. The findings aim to contribute to a deeper understanding of compassionate learning communities and their potential to meet the needs of all learners more appropriately. This research also underscores the central role of principals in fostering compassionate school cultures, which in turn enhances leadership expression by others, strengthening a sense of belonging and the creation of critical support networks for both staff and students. The findings are discussed in terms of their educational implications and suggestions for further research.