How Placing Relationships at the Centre of our Practice is Key to School Leader Wellbeing

Research shows that the interpersonal demands placed on school leaders bring just as much stress, if not more, than the workload demands of having too much to do and not enough time to do it. Relationships with adults, particularly teachers, are one of the most challenging aspects of a senior or middle leader’s role. Conflict most commonly occurs during periods of change, or over staff competency or discipline issues.

Many leaders are frustrated by the amount of time and energy they perceive as being “wasted” doing people work. Time that is taking them away from the “real work” of improving the school, through the development of the curriculum, systems and policies. Reshaping our thinking to place relationships at the centre of our leadership practice can significantly reduce stress levels and enhance our wellbeing and resilience.

Positive relationships are a central pillar of human flourishing. Human beings are hardwired for connection and the isolation and loneliness that many school leaders experience can have damaging effects on our long term health and wellbeing. Acknowledging the importance of connection and taking time, on a daily basis, to nurture the adult relationships in school is key in reducing stress and maximising our wellbeing.

So how do we build positive adult relationships in our schools? The first step is to acknowledge that school leadership is, first and foremost, people work. People work is the real work, rather than something that takes us away from the real work. The second step is to shed the leadership mask, take off the armour and present ourselves to others as authentic human beings. Making ourselves vulnerable by sharing our hopes, fears and challenges allows others to relate to us on a human level and provides an environment where genuine connections can be fostered.

Making time to connect with others is crucial, creating opportunities to develop an authentic relationship with every member of our team, enabling us to know them as individuals and providing time for them to get to know us too. Finding ways to show that we care and demonstrating the empathy and compassion that brought us into teaching in the first place is also key. Admiring others and letting them know they are appreciated, through sincere gratitude and praise should also be a part of our daily leadership practice. Building individual connections in this way builds trust and models for others the transformational potential of supportive relationships.

By improving our connection with others, we increase the number of positive emotions we experience each day, allowing for the release of happy hormones such as dopamine and oxytocin. During challenging times, this can counterbalance the stress hormones coursing through our bodies, which can be highly beneficial to health. More significant, however, is the impact of positive relationships on the emotional climate in which we work. By prioritising the people work and creating a culture built upon vulnerability and trust, the interpersonal demands of the role will decrease, allowing us to work in greater harmony with those around us, maximising not only our own wellbeing but that of everyone else.