A recent discussion on HeadteacherChat sparked a wave of honest, heartfelt responses from school leaders about one of the biggest challenges in education leadership: work–life balance.
The original post came from a new headteacher:
“How many of you have the full weekend off? Trying to find a balance but feeling the guilt of not working when my to-do list is so long.”
That question clearly struck a chord. What followed was a chorus of experiences—some uplifting, some sobering, but all deeply relatable for those in school leadership.
The Pressure of the Role
For many heads, particularly in small schools, the list of responsibilities feels endless. One contributor described being DSL, SENCO, English and Maths lead, and more—while still teaching part of the week. Another shared how governors often demanded additional availability and workload support, despite already carrying multiple roles.
This reflects a reality acknowledged in leadership guidance: small-school headteachers often “wear multiple hats,” leaving them little chance to delegate or step back.
Different Approaches to the Weekend Question
The responses revealed a wide spectrum of coping strategies:
Work Every Weekend
- Some leaders admitted they still dedicate significant weekend hours to school work, either because of workload pressure or the sense of falling behind if they don’t. For a few, it has become routine—Sunday afternoons, for example, reserved for planning.
Partial Breaks
- Others carve out small slots for preparation—an hour on Sunday evening for assembly prep or email checks—while guarding the rest of the weekend for rest and family.
Complete Weekends Off
- A surprisingly strong group, often more experienced heads, declared they never (or rarely) work weekends. Their mantra? Unless it’s safeguarding, it can wait until Monday. Many said this shift came only after years of burnout and a “wake-up call” about health and family.
The Common Themes
- Guilt vs. Necessity – Newer heads especially struggle with guilt when not working, while experienced heads argue strongly that downtime makes them more effective leaders.
- Family First – Many heads framed their decision around family commitments, with some saying they simply didn’t have the option of working weekends due to childcare.
- Boundaries & Priorities – Several contributors stressed the importance of setting clear cut-off times, using delegation wisely, and recognising that not everything needs to be done in depth or immediately.
- Union & Wellbeing – Some reminded colleagues to seek support when demands become unreasonable, highlighting the importance of union backing and wellbeing policies.
Lessons for Headteachers
The thread highlights an important truth: there is no single “right” way to balance the demands of headship. But there are some takeaways worth considering:
- Set Boundaries Early: Decide what is non-negotiable for your wellbeing, whether that’s protected weekends, evenings off, or designated work slots.
- Safeguarding is the Exception: Beyond safeguarding, most tasks can genuinely wait until Monday.
- Prioritise, Don’t Perfect: Accept that the to-do list will never be fully complete. Focus on what matters most.
- Lean on Support: Use deputies, governors, and unions where appropriate. Don’t carry everything alone.
- Model Balance: As leaders, the example you set around workload influences your staff culture too.
Final Thought
One seasoned head summed it up best:
“I’ve been a head for 13 years and 90% of the time I’ve had weekends off. Unless it’s safeguarding—everything else can wait til Monday. You need time away from work and time with family that you don’t get back.”
Perhaps that’s the message worth holding on to. Leadership is a marathon, not a sprint. Rest is not indulgence, it’s essential.
Further Resources for School Leaders
Updated: March 2025
© HeadteacherChat™. All rights reserved.