Balancing Wellbeing and Performance
Balancing the twin priorities of staff wellbeing and performance has become an increasingly prominent conversation in education. Informed by my personal experiences and professional insights I have written some practical strategies below to support schools in navigating this balance effectively.
The Case for Prioritising Wellbeing
It’s no secret that teacher retention and recruitment challenges are closely tied to wellbeing. My previous writing on attainment, wellbeing, and recruitment emphasised how wellbeing initiatives can positively influence staff morale and student outcomes. A culture of care, where staff feel valued and supported, is foundational to sustainable leadership and teacher work force.
Embedding Wellbeing in the Everyday
While large scale initiatives are impactful, it’s often the smaller, everyday practices that make the biggest difference. These include:
Being Present: Leadership visibility fosters trust and connection. Informal conversations with staff can uncover challenges early and strengthen relationships.
Flexible Personal Days: Allowing staff the option to take personal days when needed demonstrates respect for their lives outside of work.
Wellbeing Days: Scheduling periodic well being focused INSET days helps reinforce the message that staff mental health is a priority.
Thoughtful Planning for Peak Times
The school calendar is punctuated by high stress periods like exam season, parents’ evenings, and inspections. During these times, acts of care can significantly reduce staff stress, such as:
Providing food or refreshments for staff during long evenings or major school events.
Ensuring lunch coverage for teachers on lunch duty, giving them time to recharge.
Holding parents’ evenings on Thursdays to allow a more balanced end to the week.
Building a Supportive Culture
A supportive environment thrives on proactive communication and understanding. Leaders should regularly check in with staff to assess their workload and wellbeing, promoting an open door policy that encourages honest dialogue. Moreover, celebrating staff achievements, both big and small, nurtures a sense of belonging and recognition.
The Power of Long Term Commitment
True change requires consistent effort and commitment from leadership. It’s about embedding wellbeing into the school’s ethos, not treating it as an add on. When staff wellbeing is prioritised alongside performance, schools can achieve a harmonious balance where both flourish.
Sustainable leadership isn’t just about improving outcomes; it’s about the people who make those outcomes possible. By enabling a culture of care, schools can support staff to perform at their best while safeguarding their mental health. This isn’t just a moral imperative, it’s a professional one too.
References
Kirby, J., Hornets, Slugs, Bees and Butterflies: Not-To-Do Lists and the Workload Relief Revolution. Available at: https://joe-kirby.com [Accessed 24 November 2024].
The Guardian (2023), A Third of England’s Teachers Who Qualified in the Last Decade Have Left the Profession. Available at: https://www.theguardian.com/education/2023/jan/09/third-of-englands-teachers-who-qualified-in-last-decade-have-left-profession [Accessed 24 November 2024].
Sutton Trust (n.d.), Sutton Trust Comment on Key Stage 4 Performance Data. Available at: https://www.suttontrust.com [Accessed 24 November 2024].
Howard, K., Workload | Perception. Available at: https://wordpress.com [Accessed 24 November 2024].
Hussain. M. Diverse Educators (2023), Attainment, Wellbeing and Recruitment. Available at: https://www.diverseeducators.co.uk/attainment-wellbeing-and-recruitment/ [Accessed 24 November 2024].