The giving and receiving of feedback is a central aspect of school work and serves various important functions. But how do people whose job it is to provide feedback handle feedback themselves? What universal difficulties arise in dealing with feedback? When is feedback accepted, when is it rejected, and for what reasons does this happen? This volume examines the handling of feedback by two groups within the school system, namely trainee teachers and school leaders, and sheds light on the opportunities and risks that can arise within feedback interactions from a social psychological perspective focused on interaction design.