“I just can’t do this anymore” – Protecting the mental health and wellbeing of head teachers – what do they need?
Abstract
The mental health and wellbeing of head teachers is a significant issue in the UK, with reported stress levels increasing steadily over recent years. High stress levels affect long-term physical and mental health and contribute to the problems of head teacher recruitment and retention. The wellbeing of the head teacher also impacts on the functioning of the school as a whole.
To provide an understanding of role-related stress and coping strategies, a systematic literature review was conducted focusing on qualitative research amongst head teachers in the UK and the US. A thematic synthesis of eight studies highlighted the importance of social context as a cause of stress, alongside other practical pressures and personal issues. The review also highlighted potential coping strategies but concluded that additional support is also needed to address the problem of poor mental health and wellbeing for head teachers.
Addressing the gap in recent research in the UK, a qualitative research study was carried out to provide an up-to-date understanding of what needs to be done to promote and protect the wellbeing of head teachers. Taking an eco systemic view of the head teacher role, this study specifically explored issues related to social context and the impact on head teachers of broader themes relating to whole school wellbeing. A narrative approach was adopted, with eight in-depth individual interviews with current head teachers, using participants’ accounts to explore four key topics: views of the broader context of mental health and wellbeing in education, personal experiences related to mental health and wellbeing, the role of social context and perceptions of 4 support for their mental health and wellbeing. Thematic analysis was used to identify themes in the data, creating a rich understanding of the current issues impacting on head teacher wellbeing.
Specific recommendations drawn from this study include the importance of access to a ‘sounding board’ for reflective discussions and ways that the wider education system can actively prioritise head teacher wellbeing.
