Given the high diversity in the political, social, cultural and economic realities and traditions between and even within EU countries, some factors may be less important than others in different countries or school systems. It is also to be expected that the relative importance of different factors even in the context of a single country or school system may change with time or circumstances..
It is important that sufficient public funds are made available to schools in disadvantaged neighbourhoods for interventions, such as extra classes for weaker pupils, greater variety of learning opportunities, better qualified staff, meals to poorer pupils etc, that would scaffold school leaders' efforts to promote equity and learning.
Unpacking one's own culture and its assumptions about people and about learning may move school leaders out of their habitual thinking and behaviours, raising awareness of how they are shaped by gender, ethnicity, class and societal culture. If the leader is more aware of how his or her thoughts and actions reflect a specific location in a particular society, a deeper understanding of learners and particularly of those deemed 'other' in the school, may be possible.