By Justine McDonald, School Effectiveness Adviser
Headteachers are passionate, driven individuals who carry the profound responsibility of their school communities. As well as the joy and pride that come from seeing staff and pupils thrive, each day brings encounters with those in crisis – dysregulated pupils, distressed parents, and colleagues managing complex demands.
Headteachers are also a consistent source of strength for their senior teams, mentoring, coaching and guiding – offering support that is both strategic and emotional. They are expected to present as calm, decisive and authoritative while remaining warm, approachable and reassuring, to lead ethically and with compassion.
It is, without doubt, an immense privilege to lead a learning community. But that privilege comes with an intensity and pressure that, while recognised, is rarely matched with the support it genuinely deserves.
Despite growing awareness of workload pressures, the toll on headteachers is still underestimated, even by headteachers themselves. Perhaps that’s because of a sense of duty, or due to the belief that their role comes with advantages – autonomy, flexibility and influence. But this mindset often discourages them from seeking help. Deeply committed to their teams, they frequently prioritise others’ wellbeing above their own.
When I stepped away from headship to become a School Effectiveness Adviser with HFL Education, my friends and family said I had “returned”. Over 27 years, I had gradually disappeared into a professional life that consumed so much. The end of each term felt like hitting a wall – an abrupt end to an overwhelming amount of pressure. I had become accustomed to lurching from holiday to holiday, ending each term exhausted, as all headteachers do. Recovery took time, but time was always in short supply. This became normal. It shouldn’t be.
The Teacher Wellbeing Index 2024 reflects this. 84% of senior leaders report feeling stressed, and 79% have experienced work-related symptoms, from insomnia and irritability to anxiety and burnout. Over a third identified signs of burnout; more than a quarter reported symptoms of depression. These are not isolated incidents – they signal a system that asks more than it sustains.
Headteachers are nevertheless often the least likely to prioritise their own wellbeing. They know time and money are finite and focus on their staff. But wellbeing is not self-indulgent – it is essential. Coaching offers a dedicated space to reflect, process challenges, and reconnect with purpose, bridging the gap between strategy and sustainability.
At HFL Education we offer headteachers a safe, reflective space beyond accountability. We’ve partnered with two trusted coaching providers. Leadership Edge offers structured online sessions to help leaders explore challenges and reconnect with their purpose. Inharness brings a broader, non-education perspective, offering flexible coaching that supports personal growth and cultural change. When leaders are supported, whole communities benefit.
If you have any questions, please email us coaching@hfleducation.org
