With the head in mind: Evaluating the efficacy of supportive structures for headteachers that mitigate the impact of vicarious trauma and protect mental health

Osborne, Pippa

Abstract

As the retention and recruitment crisis continues to grow within education, a focus on retaining experienced, dedicated and passionate headteachers is a national priority. A combination of safeguarding, dysregulated behaviours, mental health needs and special educational needs, in both children and their families can, over time, place headteachers at risk of suffering from secondary traumatic stress or vicarious trauma, leading to burnout and attrition. The prevalence and growth of need presenting since the pandemic, has further exacerbated the existing demands and pressures faced by headteachers and shows no signs of diminishing. However, there are supportive systems potentially capable of enhancing resilience and protecting wellbeing.

Within this under-researched area, this small-scale mixed methods research uses questionnaire data, integrated with rich contextual data from semi-structured interviews, to evaluate the existing support that protects headteachers’ wellbeing and mental health. It explores the common stresses within the headteacher role and delves into the subsequent impact on retention. It also considers the efficacy of each type of support and the ease of access for headteachers. This research finds that the existing support systems are not sufficient to fully protect headteachers’ mental health and wellbeing or prevent attrition. It makes a unique contribution to knowledge, demonstrating a pressing need for systemic change across the sector, by evolving and extending the existing systems in a fully funded, well considered manner. Within this research, the implementation of professional supervision for headteachers, in the style utilised within many of the helping professions, is proposed. Good schools need great heads to lead them, therefore heads must be protected and supported to continue in this demanding, relentless role, to ensure that they can uphold the best educational climate to nurture staff and enable pupils to thrive. Therefore, the case is made for introducing supervision for all headteachers, to enhance existing systems, whilst keeping ‘the head in mind’.

• Thesis Type: Thesis
• Deposit Date: Dec 15, 2024
• Publicly Available Date: Jun 9, 2025
• Keywords: Supervision headteacher mental health vicarious trauma
• Public URL: https://uwe-repository.worktribe.com/output/13529737
• Award Date: Jun 9, 2025