Burn-out is an ever-present and seemingly ever-increasing threat for school leaders as Sam Strickland knows all too well. He discusses his own experience and offers six ways to reduce burn-out
Wellbeing threat: 49% of school leaders have sought professional support for mental health concerns in the past year, while 72% say their role has negatively impacted their wellbeing - Adobe Stock

For me, the moment I felt burnt out was during the pandemic. The parameters and goalposts had changed unrecognisably. I remember just before we broke up for Christmas in the first year of the pandemic, schools had to implement lateral flow tests and I thought: "I am done."

Almost on the turn of a sixpence, Department for Education guidance came out as we broke for Christmas, stating that we had to keep working until December 22 in case of an outbreak. I remember a colleague and I having to message each other at 11:50pm on Christmas Eve because we had an issue with Covid in one of our year groups, forcing us to ruin Christmas Day for many of our families.

Figures from the National Association of Head Teachers (NAHT, 2023) show that 49% of school leaders have sought professional support for mental health concerns in the past year, while 72% say their role has negatively impacted their wellbeing. More than half (51%) of heads and senior leaders are considering leaving within the next three years for reasons unrelated to retirement.

The drivers of leadership burn-out are multifaceted but interlinked. Overwhelming workloads, relentless accountability measures and shifting national education policies create an environment where school leaders are constantly fire-fighting.

Unrealistic expectations around SEND, behaviour and funding, with on-going recruitment challenges in the mix, compound the strain.

Additionally, school leaders are increasingly facing abuse from parents and the wider community. Another recent NAHT survey found that 82% of school leaders have experienced verbal abuse from parents and almost a third have reported one of these incidents to the police.

When leaders are exhausted and overwhelmed, their decision-making can become erratic. Warning signs include acting out of character, losing their temper, looking tearful, or raising their voice unexpectedly. Without intervention, a struggling leader can take an entire school community down with them.

 

Six ways to reduce burn-out

1, Reform leadership structures: Explore alternative models, such as co-headship or expanded leadership teams. Leadership should not be a one-person job, especially in small schools where heads often juggle teaching, safeguarding and operational management. Having more than one person attached to any given area ensures balance, resilience and better decision-making.

2, Expand your leadership team with “leadership internships”: By giving aspiring leaders the chance to experience senior roles in a supported and time-limited way, internships prepare staff to step up when needed, easing the pressure on headteachers when it comes to strategic and operational decision-making. This is particularly vital when dealing with behaviour, which should be a collective effort rather than the burden of one person, such as the head or deputy.

3, Encourage peer support networks: Isolation exacerbates stress. Regular forums, mentorship programmes and confidential support services, such as Headrest, offer vital spaces for leaders to share concerns and solutions. Every school leader should have access to impartial supervision, coaching and mentoring.

4, Implement clear boundaries: Simple policies, such as a weekend and holiday email embargo, can provide vital breathing space, although there are obvious exceptions to this, such as crucial safeguarding matters. A well-structured yearly calendar that outlines key events and priorities allows leaders to plan ahead rather than constantly react to crises.

5, Look for emotionally intelligent colleagues: Schools need emotionally intelligent chairs of governors and senior leadership teams who understand the pressures of the role. A culture of genuine team-work, rather than hierarchy, ensures that no leader carries the burden alone.

6, Reduce bureaucratic overload: Accountability measures have spiralled out of control. While genuine complaints should be heard, vexatious complaints should not be allowed to derail leaders. Likewise, the fear of inspections and external judgements needs to be tackled – leaders must feel supported rather than constantly scrutinised.

 

Final thoughts

The crisis of burn-out in school leadership cannot be ignored. It is time for a shift in how we structure leadership, provide support and define realistic expectations for those leading our schools. Without decisive action, we risk losing the very people holding our education system together.

  • Sam Strickland is principal of The Duston School and CEO of the Luminara Education Trust.

 

Further information & resources