In this guest blog, Julie Liddell, Managing Director of Still Human (Part of Edwin People), writes about how behind every leadership role is a human being navigating complexity, pressure and, at times, isolation. And while leadership can look like certainty from the outside, it often feels like holding everything together for others. Julie tackles the tension between purpose and strain, and why wellbeing is not a luxury, but integral to leading well.
On Tuesday 19th May, Julie will be running a workshop - Leading Well, Whilst Feeling Well - where special school leaders can come together to explore the realities beneath the surface, reflect with peers, and build the internal resources needed to lead well within the role. Find out more and book your place: https://members.nasschools.org.uk/events/6985cff15cd60f00085ece21
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Working alongside leaders in education, this truth shows up again and again. Behind the role, the responsibility, and the decision-making, there is always a human being navigating complexity, pressure and, at times, isolation.
Leadership in education shapes lives, communities and futures, as well influencing school culture. Unsurprisingly therefore it also carries a unique emotional weight. The Teacher Wellbeing Index (Education Support, 2025) highlights this clearly:
- 86% of senior leaders reported experiencing high levels of stress
- the most commonly reported symptoms include insomnia, low mood and difficulty concentrating,
- and senior leaders are among those most likely to report work-related pressure impacting their wellbeing, particularly around working at speed, tight deadlines and time poverty.
Conversely, research also shows that 30% of senior leaders report very high levels of job purpose and meaning. This tension - between fulfilment and strain - is a defining feature of leadership in education.
Conversations with leaders often reveal a common thread: a sense of needing to hold everything together, to remain composed, and to keep going regardless of personal cost.
As Sinéad Mc Brearty , CEO of Education Support, states, “Without meaningful intervention, we risk losing experienced and talented leaders at a time when their expertise is most needed.”
This is where the narrative must shift. Leader wellbeing cannot be positioned as an individual responsibility alone. While personal strategies, peer support and reflective practice all play an important role, they are not sufficient in isolation. The scale and persistence of the challenge point to systemic pressures that sit beyond the control of any one leader.
If leadership wellbeing is to improve in a meaningful and sustained way, it must be recognised as a system-level issue. This includes a clear commitment from the government to prioritise targeted, evidence-informed support for leaders, ensuring they are not only able to remain in the profession, but to lead well within it.
And yet, while system-level change is essential, there are still elements within a leader’s control.
The idea that leadership requires constant strength is both unrealistic and, ultimately, unsustainable. Research consistently points to the importance of relational and emotionally intelligent leadership. Brené Brown’s work on vulnerability reminds us that trust is built not through perfection, but through authenticity. Similarly, studies in educational leadership (Day & Gu, 2014) emphasise that sustainable leadership is rooted in values, connection and self-awareness, not endurance alone.
From the outside, leadership can look like certainty. From the inside, it often feels like navigating ambiguity while carrying responsibility for others. It is in this space that wellbeing becomes not a luxury, but a necessity.
One of the most powerful shifts leaders can make is moving from holding everything in to sharing appropriately. Not oversharing but allowing moments of honesty: “I don’t have the answer yet,” or “This is challenging.” These moments don’t diminish leadership; they humanise it, creating cultures where others feel safe to do the same.
Another theme that frequently emerges is emotional load. Leaders are often supporting others - staff, pupils, families - while quietly absorbing the impact themselves. Without awareness, this can lead to emotional exhaustion. The ability to support others without owning their emotions is a critical, and often overlooked, skill.
There is also the question of boundaries. In a profession driven by care and commitment, boundaries can feel uncomfortable. Yet research into burnout (Maslach & Leiter, 2016) is clear: without them, even the most dedicated professionals are at risk. Boundaries are not about stepping back from leadership; they are what enable leaders to sustain it.
So, what might support leadership wellbeing in practice?
- Create space to think, not just to do. Leadership is cognitively demanding. Time for reflection improves decision-making and reduces reactivity.
- Build trusted connections. Whether through peers, coaching, professional networks or supervision, having a space to speak openly matters.
- Notice the inner dialogue. Many leaders carry a strong inner critic. Developing a more balanced, compassionate internal voice can reduce pressure and increase clarity.
- Protect energy, not just time. Small, consistent actions - rest, movement, stepping away - are not indulgent; they are foundational.
- Lead with values. When decisions align with core values, they feel clearer, even when they are difficult.
Perhaps most importantly, it is recognising that wellbeing is not separate from leadership - it is integral to it.
On Tuesday 19th May (3.30pm to 5.30pm), I am running a workshop for special school leaders - Leading Well, Whilst Feeling Well. In it, we will explore the realities that sit beneath the surface of leadership. This includes unpacking the myth of the ‘super head’, the hidden expectations that often go unspoken, and the impact of loneliness and living under constant scrutiny. Alongside this, there is space to reflect with peers on the more personal dimensions of leadership: the barriers to self-care, the role of self-compassion, the importance of healthy emotional expression, and the need for genuine rest and recovery. While many of the pressures leaders face are systemic, there remains value in focusing on what can be influenced, developing awareness, strengthening internal resources, and learning to work with, rather than against, the realities of the role. >> Find out more and book
Still Human delivers workshops to staff in education on a range of health and wellbeing topics, sharing evidence-based knowledge and practical strategies that make being a human a little easier. It is part of Edwin People, which is a NASS partner. To find out more about Edwin People and other NASS partners and the offer to NASS members, visit: Member Zone | NASS