In the same month that the White Paper was released, the final report from Professor Toby Greany and colleagues’ Sustainable School Leadership project at the University of Nottingham was also published.
The research draws on the voices of more than 1,600 school leaders across the UK and asks a simple but important question:
Is school leadership sustainable?
At HeadsUp4HTs we read this work through the lens we care most about:
capacity, sustainability and wellbeing for headteachers.
Much of what the report finds will feel very familiar to those in our community. And while the research confirms many of the pressures leaders are experiencing, it also offers important insight into what might help…
1. The challenge is not leadership quality. It is leadership sustainability.
One of the clearest messages in the report is that the issue facing schools is not a lack of talented leaders.
Many deputies still aspire to headship.
What the system is struggling with is retaining experienced leaders long enough for the role to remain sustainable. Many headteachers now talk about leaving earlier than planned, often in their early or mid-50s. This is not because their commitment to children or communities has diminished.
It is because the conditions of the role have changed.
The role has expanded significantly in recent years, often beyond what feels manageable for one person to carry over a long career.
2. Burnout is becoming normalised
One of the most striking findings from the research is that almost half of senior school leaders report feeling burned out often.
That statistic alone should give us pause.
Burnout is not about individual weakness or poor coping strategies.
It is often the result of sustained structural pressure.
Leaders described multiple drivers of strain including:
• administrative workload
• safeguarding demands
• staffing challenges
• financial pressures
• accountability expectations
Even leaders who remain deeply committed to their schools reported feeling the weight of these pressures.
This is why conversations about leader wellbeing cannot sit only at the level of individual resilience. They must also address system conditions and leadership capacity.
3. Headteachers are spending less time on education
Another key finding is how headteachers spend their time. Many leaders report that the majority of their work now involves:
• safeguarding
• operational management
• staffing issues
• compliance and accountability
Important work, of course.
But it means headteachers often have less time than they would like for the work that originally drew them to leadership:
• curriculum
• teaching and learning
• school improvement
• working directly with pupils and staff.
When the operational load grows too large, it can erode both professional satisfaction and sustainability.
4. SEND and wider social pressures are increasing
The research also highlights the growing complexity of need within schools.
Leaders spoke about the challenge of supporting children with increasingly complex SEND needs, often in systems that feel under-resourced.
At the same time, schools are increasingly acting as community hubs, responding to wider social challenges affecting children and families.
This work is deeply meaningful.
But it also increases the demands placed on school leaders.
5. Accountability systems remain a significant source of stress
The report also reflects concerns about inspection and accountability systems.
Many leaders reported that inspection processes add pressure without always supporting improvement.This matters because perceived risk and pressure can shape leadership behaviour, sometimes leading to cautious or defensive decision-making.
Healthy accountability systems should ideally strengthen learning and development, not unintentionally increase leader attrition.
6. One of the strongest protective factors is connection
Perhaps one of the most hopeful findings in the research relates to what actually sustains leaders.
When leaders were asked what helps them most, the answers were not primarily about formal qualifications or programmes.
Instead they spoke about:
• mentoring
• peer networks
• informal learning with other leaders
• trusted spaces for reflection and support.
In other words, connection matters.
Leadership can be isolating.
Having spaces where leaders can think aloud, reflect and share experiences with others who understand the role can make a significant difference. This resonates strongly with what we see every day in the HeadsUp4HTs community.
7. Relationships remain the heart of leadership
Despite the pressures described in the report, one thing shines through clearly.
Leaders remain deeply motivated by relationships. Working with pupils, supporting colleagues and contributing to their communities continues to provide a strong sense of purpose.
This is encouraging.
It reminds us that while the conditions of the role may need attention, the commitment and moral purpose of school leaders remain strong.
What this means for the conversation ahead
The Sustainable School Leadership report reinforces something many headteachers have been saying for some time.
The future of school leadership will depend not only on recruiting talented leaders, but on making the role sustainable over time.
That means paying attention to:
• leadership capacity
• realistic expectations
• supportive accountability
• professional connection and peer support
• and the wellbeing of those leading our schools.
At HeadsUp4HTs we believe that when headteachers are well supported, connected and able to lead sustainably, schools are stronger places for everyone.
This research gives further weight to that conversation. And it reminds us that supporting the wellbeing and sustainability of school leaders is not a peripheral issue. It is central to the future of education.