Why It’s Time for School Leaders to Put Wellbeing First

For those of us in schools, September often feels more like New Year than January ever does. It is the real fresh start, a chance to set the tone, rebuild routines, and

show we are on top of things from day one. We set our own kind of “leadership resolutions,” staying on top of budgets, recruitment, planning and strategy, meeting accountability demands, supporting staff, and setting expectations, all while trying to keep the bigger picture in sight. And teachers have their own long and growing lists too, from lesson planning and marking to meeting targets and managing classroom needs

BUT that “fresh start” often pushes us to go too hard, too fast. We rush to implement new systems, launch initiatives, and prove we are ready. While it feels productive in the moment, it can also set a relentless pace that is impossible to sustain. It is hard enough just getting used to the pace and intensity of school life after the summer break without adding a hundred new plates to keep spinning.

And this pace matters. It is one of the reasons why staff become more stressed, take more time off, are less productive in school, and, for too many, start thinking about leaving the profession altogether. Research now makes it even clearer how closely staff wellbeing is tied to school outcomes. Studies by UNSW and IBO over the past year show that teacher wellbeing is closely linked to student outcomes, not only academic achievement, but also students’ mental health and non-cognitive skills. We know that stress is contagious. When teachers are stressed or close to burnout, their cortisol levels rise, and those stress signals are picked up by the colleagues and pupils around them.

The good news? Leaders can disrupt this cycle. Most of us have had the experience of walking into a school and it just “felt good.” The work culture feels positive, staff have energy, and are enthusiastic. Most often in these schools, the leadership team have taken a strategic approach to well-being and looked for ways to reduce and prevent stress for staff. Yes, wellbeing is complex, but research shows there are three things that really affect staff, and tackling them can make a big difference.

Workload

Workload is the number one factor that affects staff well-being and drives the retention crisis. As school leaders, we need to really understand the detail of what is creating pressure, and the only way to do that is by talking with staff and gathering that information. For example, what tasks are teachers doing that do not add value? What admin could be removed? Is the work staff are being asked to do purposeful? Does it focus on what matters most in your school? Is it manageable? Once leaders have a clearer picture of which aspects of workload are causing the most stress, solutions can be explored together with staff. Collaboration nearly always brings the best outcomes.

Control

We know that when people feel they have some control and autonomy over their work, it makes a real difference. This starts with involving staff in decision-making and giving them a voice in how their roles are shaped. No one likes to feel that decisions are being made for them, especially when they believe there is a better way to achieve the same outcome. For example, when asking a subject leader to take on a new initiative, ask for their input, agree on the outcomes, but let them decide how to deliver it while providing the support they need. In schools where staff feel trusted to get on with their roles and to make decisions, well-being and engagement both increase.

Belonging

We can all agree, research aside, that as humans we feel better, happier, and more motivated when we have a sense of belonging and know we are valued at work. In schools where leaders actively build this kind of culture, where staff feel connected and part of the school community, well-being, morale, and collaboration improve.

Research shows that if workload, control, or belonging is lacking in a school, no amount of one-off well-being initiatives, as nice and appreciated as they are in the moment, can make a difference to well-being. When schools take time to understand workload, give staff some control and autonomy over their work, and create a sense of belonging, everything else such as retention, engagement, and performance shifts.

A Different Kind of September

So what if, this year, we chose a different approach? What if we made small, intentional shifts that create the conditions for staff to do their best work in a way that is sustainable well beyond the first week of September? What if we put well-being at the heart of school strategy?

Practical Steps to Embed Wellbeing

• Cut the clutter: Reduce admin and busywork so staff can focus on what matters.

• Open dialogue: Create safe spaces for staff to share pressures early.

• Build trust: Follow through on promises and involve staff in decisions.

• Provide support: Offer tools and reflective spaces to manage pressures.

• Allow breathing space: Schedule short pauses between meetings.

• Model healthy boundaries: Show that rest is valued — it gives staff permission to do the same.

This September is a chance to choose a different way forward. When we make wellbeing the foundation of everything we do, we create schools where staff feel supported and pupils succeed

📚 Curious about the research behind this?

Some of the evidence that shaped these insights:

de Bloom, J., Geurts, S. A. E., Taris, T. W., Sonnentag, S., de Weerth, C., & Kompier, M. A. J. (2010). Effects of vacation from work on health and well-being: Lots of fun, quickly gone. Work & Stress, 24(2), 196–216. https://doi.org/10.1080/02678373.2010.493385

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Segerstrom, S. C., & Miller, G. E. (2004). Psychological Stress and the Human Immune System: A Meta-Analytic Study of 30 Years of Inquiry. Psychological Bulletin, 130(4), 601–630. https://doi.org/10.1037/0033-2909.130.4.601

van Heck, G. L., & Vingerhoets, A. (2007). Leisure Sickness: A Biopsychosocial Perspective. Psihologijske Teme, 16(2). https://www.researchgate.net/publication/26571455

IU Internationale Hochschule. (2025, June 24). One in five feels ill or exhausted on holiday. https://www.iu.de/news/en/leisure-sickness-one-in-five-feels-ill-or-exhausted-on-holiday/

Granziera, H., Collie, R., Roberts, A., Corkish, B., Tickell, A., Deady, M., O’Dea, B., & Werner-Seidler, A. (2025). Teachers’ workload, turnover intentions, and mental health: perspectives of Australian teachers. Social Psychology of Education, 28, 149. https://doi.org/10.1007/s11218-025-10113-w 

Taylor, L., Zhou, W., Boyle, L., Funk, S., & De Neve, J-E. (2024). Wellbeing for Schoolteachers. University of Oxford & International Baccalaureate Organizations

Karen Forshaw is the founder of HumanEdge Performance. A former headteacher and organisational psychologist, she understands the pressures school leaders face and knows that solutions need to be simple, practical, and effective.

Through her research-led and experience-grounded approach, Karen helps schools tackle stress and burnout with practical interventions — from boundary-setting workshops to reflective supervision and wellbeing action planning — to improve staff wellbeing.

She works with school leaders who want to support their teams, strengthen their own leadership, and create healthier, high-performing school cultures.