This book explores how evidence from different perspectives can act as a catalyst for change that promotes learning and equity in schools. Drawing on action research carried out within schools in Queensland, Australia, where equity is a long-standing and seemingly intractable challenge, it illustrates how evidence from multiple perspectives can be used to reform existing practices and develop new approaches. Building on ideas from international research evidence, this book highlights how school systems throughout the developed world can harness untapped potential to break the link between disadvantage and educational failure.