LEADERSHIP BY EXAMPLE
ENHANCING SBL WELLBEING
Who Cares for the Carer? Staff wellbeing is a priority for most schools, but does this include the SBL? In this article, RUSSELL DALTON asks you to consider key points to help you and others in your setting, better understand your wellbeing needs
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oes the term ‘my door is always open’ sound familiar - and is it one that you work by? If so, you work the way that the majority of SBLs do. You are probably the main person on your leadership team who staff feel safe to come and unload all their stresses and worries on. Your office is the ‘safe zone’. What is said to you won’t jeopardise their role and they won’t be judged. YOU ARE THE ‘CARER’ But this brings up many concerns, not least of all who cares for the carer? Education Mutual have been conducting SBL annual mental health and wellbeing research to gain vital data in this area and thus enable constructive advice for schools and SBLs alike. The overwhelming challenge that 82% of respondents agreed on was excessive workload, followed closely by funding issues, problems with staffing,
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Spring Term 2025: Issue 1
working long (unpaid) hours and a lack of work-life balance. Does this sound familiar? One of the main contributing factors to these challenges is a lack of understanding of the SBL role by colleagues, including other members of SLT. The main concerns are: ● Lack of appreciation and being taken for granted ● Senior leaders’ lack of understanding about role manageability ● Communications that demean professional standing and/or are unpleasant in nature Having to manage diverse work strands in combination, such as human resources, finance, premises, recruitment etc., which fill only part of the responsibilities, makes the role highly demanding. These demands are exacerbated by having to manage multiple strands of work at pressured times in the school year. In addition, frequent interruptions and requests add to workload pressures, drawing you away from your core duties.