It’s hard to believe that the last of the ‘lockdowns’ here in the UK finished nearly three years ago. And as we charge full steam ahead, we’re seeing the weighty impact they’ve had on mental wellbeing. In education, children have very much taken the spotlight and rightly so. However, it’s become apparent that another huge fallout is the deteriorating mental wellbeing of teachers, more specifically senior leadership. 

As you well know, this isn’t something that’s occurred because of lockdowns, unfortunately it was a concern before Covid, but has been very much exacerbated by it since. It begs the question, if the teachers aren’t ok, how on earth can we expect the children to be? 

It never fails to shock me when I’m confronted with the reality of what senior leadership teams face, as well as the many demands placed on school staff. I’m quite frankly amazed by the resilience of anyone who works in a school, especially those who lead. 

However, with increasing workloads, budget cuts, staff wellbeing, teacher retention, managing systemic changes, children whose home life struggles have become the school’s responsibility etc., it’s no surprise that resilience is sparse at most.   

So, what can you do to help yourself if you’re being stretched from here to Timbuktu?  

Lead by (a wellbeing) example 

Whilst it might seem impossible to take a break in your day to reflect, let alone go to the loo, it’s a misnomer to believe that you’ll be more efficient by pushing through. Not only does the body require rest but the brain carries on working when you pause (albeit subconsciously), making sense of what’s going on and storing important information. More breaks in the day could lead to fewer wakes at night!  

Also, leaders lead by example. If you’re concerned about the wellbeing of your teachers and support staff, show them that it’s not just ‘ok’ to have a break but essential. Their behaviours reflect your behaviours, so what are you giving them permission (or not) to do? It’s not only your team who look to you for those behaviours but the children too. How can you encourage them to form healthy wellbeing habits? 

Whilst spare time to rest at work might seem ludicrous, remind yourself that if you feel you’re close to burnout, you’re likely far less productive than you would be after resting, thus taking longer to get your work done. A rest will make you more efficient.  

Embrace the chaos and choose acceptance over denial 

If you’ve got parents banging the door down because Maisie lost her phone at school, you’ve just been notified that Ofsted are coming tomorrow and now the photocopier is broken – don’t despair. Like the indigestion from last night’s takeaway, this too will pass.  

Observe it as if you were a fly on the wall, repeat your favourite mantra, and FLIP it! Focus on the here and now, take a few deep breaths and consider: What’s the first, best thing to do? Something that is in your control. 

Accept the reality that you won’t be able to do everything you’d like to. In his book ‘Four Thousand Weeks’ Oliver Burkeman describes the importance of saying ‘no’ to things you want (or need) to say ‘yes’ to. The reality is we cannot and will not get through the to do list! Rather than fretting and waking up worrying about what you haven’t achieved, accept what won’t get done and consciously choose what will. By doing this you will feel more in control and as a result, just perhaps, a little less stressed.  

Change your perspective 

Shift your focus from what you haven’t done to what you have. Make a point at the end of each day to reflect (it only needs a couple of minutes) on what has been achieved. Even better, make a list of those things and reward yourself for it, releasing the feel-good dopamine and serotonin, that are an immediate antidote to stress. Encourage your people to do the same. Ensure everyone makes a point of recognising at least one thing that they’ve achieved that day, share it and celebrate it. Celebrating with your teachers and support staff creates connection and stronger relationships. 

The same can be done when things go wrong. Listen to each other and use humour to look at something from a different point of view. It’s a reminder that we’re all human, fallible and empathetic. 

Talk (and laugh) about it 

Create a culture where people feel safe to talk to each other and support one another. Create psychological safety by acknowledging how difficult it is for everyone (yourself included) and make it safe for people to speak up. Show your human side and vulnerability too by sharing any concerns which you’re able to. Remind everyone that head teachers are people too and like everyone else, they have their own personal lives, families and challenges and are just as likely to have the odd mishap here and there.  

Of course, we wouldn’t be Laughology’s Happy-Centred Schools without recommending laughter. It’s a skill to ‘find the funny’ in a situation, but one worth gaining. Why? Because laughter immediately reduces your stress chemicals and floods the brain with positive ones, immediately making you feel better and giving you the ability to think better, too! 

Last but by no means least, use a growth mindset and have open, non-judgemental conversations with your team about things that haven’t gone to plan and see if there’s any learning that can be taken away from it.  

So, the next time you feel like hiding under the desk when you hear a knock at the door, maybe do just that - after you’ve spoken to the person who knocked, of course. Find a little space to collect yourself, breathe and decide what’s the next best thing you could do. Bonus points if you find the missing lid to the white board marker whilst you’re there. 

And remember, biscuit breaks aren’t a sign of weakness, they’re a positive leadership behaviour! 

If you’re interested in how we can help at your school, check out our Happy Centred Schools website.