Nearly half of senior leaders feel burned out "often"

Almost half of senior school leaders across the UK say they feel burned out “often,” according to a new survey by the Universities of Warwick and Nottingham, supported by the Economic and Social Research Council (ESRC) through its ESRC Education Research Programme.

Over 1,600 school leaders across England, Scotland, and Northern Ireland participated in the survey, providing the most detailed examination to date of how UK leaders allocate their time, manage their responsibilities, and make decisions about remaining in the profession.

The majority of their time is consumed by administration, safeguarding, staffing, and compliance, leaving little opportunity to focus on curriculum development or teaching improvement. Alongside these demands, staffing issues and financial constraints are placing severe strain on wellbeing, even for those who report feeling effective and purposeful in their roles.

Challenges around Special Educational Needs and Disabilities (SEND) provision and inclusion emerged as one of the most draining factors, alongside poor work-life balance and the sheer the weight of leadership responsibilities. Yet, despite these pressures, leaders cite their relationships with pupils and collaborative work with colleagues as crucial sources of motivation, underscoring the commitment that sustains the profession under increasingly challenging conditions.

Leaders in Scotland reported the greatest levels of strain, with more describing themselves as “sinking” compared with their peers in England and Northern Ireland. While most headteachers intend to remain in post over the next few years, 15% plan to leave early – with older leaders most likely to step down.

Report author Dr Tom Perry, Department of Education Studies, University of Warwick, said: “The findings raise tough questions about whether leaders are being adequately supported. Too many school leaders describe the job as feeling close to unmanageable, with the sheer range of demands pulling them in all directions. This leaves less time to focus on developing teaching and learning and supporting staff and pupils. What is also striking is the variation: some leaders, in certain localities and contexts, are thriving; but a worrying number report that they are sinking under the pressure.”

Report co-author Professor Toby Greany, from the University of Nottingham, said: “Relatively few headteachers plan to continue working until full retirement age, with most planning to leave in their 50s. Equally, half of all Deputy Heads and Vice Principals say they would consider taking on headship, so it seems we can avoid a succession crisis in our schools - but this requires concerted action to address the systemic pressures on leaders and to support the next generation to aspire to leadership.”   
 
Many school leaders also reported feeling underprepared for the top job, when they first took on headship. Informal learning, mentoring, and peer networks were ranked as more valuable than formal qualifications for developing confidence and capability.

The team behind the study say it is essential for reform, including strengthened funding and support for schools to address children’s wider needs, improved work-life balance, stronger mentoring frameworks, and more equitable working conditions – to prevent a leadership crisis.