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This paper explores how a group of Cambodian teachers implemented the Ministry of Education’s Child Friendly Schools Policy. It uses the concept of translation to enable a more nuanced understanding of those factors that shaped and influenced how they interacted with and enacted the policy. Using a multi-site case study in three primary schools, in distinct locations, data were collected, primarily through interviews with educators. Findings suggest these teachers used their prior knowledge, experience, and beliefs to make sense of policy prescriptions, further translating these to fit what they felt confident in implementing in their classes within the limitations of their classroom environments and the constraints of insufficient training and follow-up, and inadequate resources.

Translating policy into practice: Cambodian primary schoolteachers’ sense-making of the Child Friendly Schools policy