This is a collection of diverse (sometimes clashing) views on the current and often vexed drive for schools to become “research-engaged”. The contributors include teachers, journalists, researchers, senior academics and policy advisers who write with the aim of supporting schools as they grapple with the challenges of using (and generating) evidence effectively. Each chapter opens with a brief overview and includes resource boxes (signposting extra information and case studies) and take-out messages summarizing the key areas of discussion. The book closes with a checklist that provides both a summary of the core themes and an opportunity for leaders to take stock of the progress they have made in embedding successful research-engagement in their schools.