Action needed as UK school leaders face rising burnout
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 Warwick and Nottingham 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 author Dr Tom Perry, Department of Education Studies, 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."
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 Special Educational Needs and Disabilities (SEND) provision and inclusion emerged as one of the most draining factors, alongside poor work-life balance and the sheer the 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 headteachers intend to remain in post over the next few years, 15% plan to leave early – with older leaders most likely to step down.
Report co-author Professor Toby Greany, from the University of Nottingham, 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 - but this requires concerted action to address the systemic pressures on leaders and to support the next generation to aspire to leadership."
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 https://www.nottingham.ac.uk/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: www.sustainableschoolleadership.uk
ENDS
Notes to Editors:
For more information please contact:
Stevie Connoll, Media & Communications Officer
stevie.connoll@warwick.ac.uk / +44 (0)7824 540791
About the University of Warwick
Founded in 1965, the University of Warwick is a world-leading institution known for its commitment to era-defining innovation across research and education. A connected ecosystem of staff, students and alumni, the University fosters transformative learning, interdisciplinary collaboration and bold industry partnerships across state-of-the-art facilities in the UK and global satellite hubs. Here, spirited thinkers push boundaries, experiment and challenge convention to create a better world.
About the University of Nottingham
Ranked 97 in the world and 17th in the UK by the QS World University Rankings, the University of Nottingham is a founding member of Russell Group of research-intensive universities. Studying at the University of Nottingham is a life-changing experience, and we pride ourselves on unlocking the potential of our students. We have a pioneering spirit, expressed in the vision of our founder Sir Jesse Boot, which has seen us lead the way in establishing campuses in China and Malaysia - part of a globally connected network of education, research and industrial engagement.
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About the Economic and Social Research Council’s (ESRC) Education Research Programme
The ESRC Education Research Programme (ERP) is an exciting and ambitious research programme, asking new questions about how research, policy and practice can come together to empower educators and create meaningful change.
Nine research projects, based in universities across the UK, have been funded by the ESRC to explore two key themes: teacher recruitment, retention and professional development; and/or uses of technology that enrich teaching and learning.
15 September 2025