The role of a headteacher is both a privilege and a pressure. Headship can be exhilarating, but it can also be isolating. School leaders carry a unique weight. The sense of responsibility - for pupils, staff, outcomes, and community – can be intense and all consuming. The emotional labour of leadership is often underestimated. It’s easy to fall into the rhythm of relentless giving, often at the expense of one’s own reserves. In this context, resilience becomes less about stoicism and more about sustainability. 

Governing bodies have a key role to play here. Beyond strategic oversight, they can act as a sounding board - not just for school performance, but for the human experience of leading. Strong governing bodies create space for reflective dialogue, encourage professional coaching or supervision, and modelling a culture of care, even if there are difficult conversations to be had, contributing to a more resilient leadership environment. 

It starts with the simple act of asking questions and holding space for dialogue around leadership wellbeing. But it must involve really listening to open the door to more honest and supportive relationships and ultimately develop a culture of open dialogue. 

Governors need to model with care and curiosity with regular check ins that are genuine conversations and to encourage boundaries to ensure there is space to take time out and recharge. Governors must discuss and support professional coaching or supervision - this isn’t about leaders being indulgent - it’s essential. It provides leaders with a safe space to reflect, vent and grow and ultimately supports the school to be successful.