Monday, 15 September 2025
Almost half of senior school leaders across the UK say they feel burned out “often” according to a major new survey by the Universities of Nottingham and Warwick supported by the Economic and Social Research Council (ESRC) through its ESRC Education Research Programme.
The findings reveal the intense pressures faced by school leaders and raise urgent questions about how to make headship and other senior roles more sustainable, ensuring that experienced leaders can continue to guide schools effectively.
Report co-author Professor Toby Greany, of the 糖心原创’s School of Education, 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 鈥� but this requires concerted action to address the systemic pressures on leaders and to support the next generation to aspire to leadership.鈥�
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 findings paint a stark picture of the pressures school leaders face. 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 SEND provision and inclusion emerged as one of the most draining factors, alongside poor work-life balance and the sheer 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 heads intend to remain in post over the next few years, 15 per cent plan to leave early – with older leaders most likely to step down.
Report author Dr Tom Perry of the 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.”
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 emphasises that these findings point to a pivotal moment for education: it is essential to instigate systemic reforms – 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.
Professor Gemma Moss, from UCL Institute of Education, who directs the ESRC’s Education Research Programme that the Sustainable School Leadership project is part of, commented:
“This is the first ever survey of school leadership across the UK, providing rich insights into similarities and differences in the experiences of leaders in these devolved education systems. The survey is just one part of the wider project, which includes place-based case studies in each nation as well as analyses of workforce data. The findings offer rich implications for policymakers and practitioners in each nation.”
The full Sustainable School Leadership UK Survey Report 2025 is available at /research/groups/crelm/documents/sustainable-school-leadership.pdf
A comprehensive final report, including concrete recommendations for policy and practice, is due in early 2026. For details on the project see:
Story credits
More information is available from Professor Toby Greany in the School of Education, via toby.greany@nottingham.ac.uk
Notes to editors:
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