This case study investigated the strategies used by a school principal who successfully leads an educational centre in a vulnerable context. This article aims to explore how a school in a vulnerable context can be strengthened by the actions implemented by the principal and his leadership based on social and pedagogical commitment. Initially, the key aspects identified by the school community in the principal’s identity were analysed, and subsequently compared with their own perception to understand their professional development and leadership practices. The findings identify three main strategies that have been implemented to improve the school climate: (a) building relationships and involving the community in educational change; (b) enhancing cooperative work and the joint vision of the school–professional learning communities; and (c) give children a voice, respect children and fight for equal opportunities. Comprehensive keys to professional practice are drawn from these findings.

本案例研究调查了一位在弱势环境中成功领导教育中心的校长所使用的策略。本文旨在探讨如何通过校长及其领导基于社会和教学承诺实施的行动来加强处于弱势环境中的学校。最初，学校社区在校长身份中确定的关键方面进行了分析，随后与他们自己的看法进行了比较，以了解他们的专业发展和领导实践。调查结果确定了为改善学校氛围而实施的三个主要战略：(a) 建立关系并使社区参与教育变革；(b) 加强学校-专业学习社区的合作工作和共同愿景；(c) 给予儿童发言权，尊重儿童并争取平等机会。从这些发现中得出了专业实践的综合关键。