Schools need to think differently about the quality and depth of their leadership if they are to respond effectively to the types of challenges and tensions discussed in chapters 2 and 3. Many educational leaders leave themselves isolated and alone, taking primary responsibility for the leadership of their school. This constitutes a very narrow view of leadership and ignores the leadership talents of teachers, students and other community stakeholders. As was suggested in chapter 6 when introducing the proposed method for ethical decision-making, it is wise for any formal educational leader, such as a school principal, to tap into the expertise and wisdom of his/her colleagues when attempting to resolve contentious challenges and tensions. Sharing the responsibility for making decisions in such situations will also help generate greater ownership of the decisions.

Another reason for engaging in dialogue with others and inviting them to share in decision-making is, according to Surowiecki (2005, p. 29), that diversity matters and there is wisdom in the ‘crowd’. He argues that diversity of people and their information helps in coming to a better decision or resolution because it actually adds perspectives that would be absent if the decision is made by one person, even by an expert, and because it takes away, or at least weakens, some of the destructive characteristics of group decision-making, for example, ‘group think’.