While educational psychology is normally assumed to contribute scientific, research-based ideas to a better understanding of teaching/learning environments, its concepts can be alternatively considered as products of particular socio-historical contexts whose contemporary application may be neither politically neutral nor pedagogically advantageous. This argument is examined with particular reference to psychology in education policy in Barbados over the past decade, which is expected to transform the society through transforming schools.

International research supports the view that principals play an integral role in ensuring the effectiveness of educational programmes for students with disabilities through assuming the role of instructional leaders. This research is qualitative and utilizes phenomenology to explore principals’ experiences and decision-making practices in assessment, curriculum and instruction in special education. The researcher conducted indepth interviews, analyzed transcripts using content analysis, and grounded theory to extract themes which characterized principals’ practices at the four schools.

Barbados has as one of its major challenges the reduction of unemployment to insignificant levels. It is believed that a major challenge to this high unemployment stems from having too many unskilled people for too few unskilled jobs. The days when preferential markets and quotas were used to determine areas of economic endeavour and employment in Caribbean countries are being upturned. In fact, Barbados has over the last fifteen years done best in areas in which there were no preferential markets or quotas.

This article focuses on the development of training for teachers of children with special needs in Barbados. Various factors which present particular challenges to the organisation of effective, special needs training in this setting are discussed. Opportunities which such training offers for bringing about improvements in positions for children with special needs are highlighted. Several positive forces currently supporting constructive changes in special education provision and training in Barbados are noted and the essential components of effective special needs provision are outlined.

This qualitative study investigated the factors influencing the transition from teacher to principal, the challenges encountered, and the impact of mentorship and prior leadership experiences. A convenience sample of 20 newly appointed principals was interviewed. The factors which influenced smooth transitions included mentorship from former principals, previous leadership experience, and cooperative staff; while difficult transitions were blamed on poor school plant, strained interpersonal relations, and lack of buy-in for the principals’ vision.

The purpose of the research was to monitor the roll out of the Schools Positive Behaviour Management Programme (SPBMP), an approach which emphasises the reinforcement of positive behavioural norms as a means of building student-centred school environments. At each of the 16 schools (10 primary, 6 secondary) in the sample, data were collected from five sources: surveys with a sample of teachers, one-on-one interviews with principals and School Focal Points (SFPs), a school audit, and classroom observations.