Teachers typically enjoy helping children develop and making a contribution to society, and have no reason to shy away from the challenges of teaching disadvantaged students. But teachers are also more likely to want to work in disadvantaged schools if they feel they have support from principals, can collaborate with colleagues, and are provided with adequate resources to deal with the problems they face. School leaders who support and empower teachers can not only attract more and better-qualified teachers to work in disadvantaged schools, they also have a positive impact on the school climate more generally.