UC Berkeley

Alternative schools serve students who are underserved, excluded, or marginalized within traditional school settings. In California, close to 169,000 students attended alternative schools during the 2024–25 school year, with nearly 85% identifying as students of color. Despite a growing body of literature on effective alternative school design, insufficient attention has been paid to the leadership practices, challenges, and professional development needs of the principals who lead these schools. This qualitative single-case study examined the leadership practices of 16 current, former, or retired alternative school and systems leaders in the San Francisco/Oakland Bay Area, selected through purposeful sampling. Data were collected through semi-structured interviews, a demographic questionnaire, and the administration of Individual and Collective Hope Scales. Four primary findings emerged. First, alternative school leaders engage in intentional relationship-building with students, staff, families, and communities as a foundational leadership practice. Second, they identify and dismantle structural, procedural, and cultural barriers to student access and success. Third, leaders navigate persistent systemic challenges, including institutional misunderstanding of alternative schools, the amplifying effects of small school size, and significant role overload. Fourth, leaders cultivate resilience and hope through shared moral purpose, relationship renewal, and participation in professional networks and mentorship communities. These findings carry implications for leadership preparation, district policy, and professional development. Alternative school leaders require a distinct and specialized skill set that general administrator preparation programs do not address. Formalized professional development, systemic recognition of alternative schools, and structured mentorship and networking opportunities are necessary to support leaders who enter alternative education.