The purpose of this article is to make the case for a broader perspective on school leadership and school-environment interrelationships and to develop the concept of systemic leadership for schools and the related notion of systemic authorization. The article explores the background to the concept and relevant aspects of the conceptualization, which are: the primary task, leadership and task-related roles, and the system. We draw on research we have recently completed into the nature of primary schools where the level of student attainment in national test scores is high despite the students experiencing considerable socio-economic disadvantage. The schools we studied sought and received considerable support, validation and valuing from the wider system that provided leadership and authorization for the schools with beneficial outcomes. Importantly, this leadership and authorization was reciprocal in that the schools responded similarly to those in their system.
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