Embracing vulnerability: how has the Covid-19 pandemic affected the pressures school leaders in Northern England face and how they deal with them?

ABSTRACT

Research into the effects of pressure on school leaders has focused more on its impacts at the system level than on the human impact on leaders. Using theories of vulnerability, this paper attempts to redress this balance, examining the challenges school leaders in North East England faced during the initial phase of the Covid-19 pandemic and the support they accessed. Combining an online survey of 132 school leaders with in-depth interviews, the study found that the pandemic had an amplifying effect, increasing both leaders' responsibilities and the pressure on them. It also found that many find it difficult to admit when they are under pressure and have no source of support. This suggests new ways need to be found to help all leaders, and particularly male and secondary leaders, to embrace their vulnerability, access professional support, and increase schools' focus on the mental health of children and adults.

KEYWORDS:

• Leadership
• vulnerability
• pressure
• covid
• self-improving system

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Michael Jopling

Michael Jopling is Professor in Education and Director of the Education Observatory at the University of Wolverhampton. He has been involved in research in all areas of education, from early years and schools through to higher education, but his particular research interests centre on working with schools on areas such as educational leadership, school and multi-agency collaboration, education policy, and social justice.

Oliver Harness

Oliver Harness is Honorary Research Fellow at the University of Wolverhampton and a Senior School Improvement Adviser. He has a particular interest in school leadership, head teacher wellbeing and education policy.