In schools across Australia, the pressure is mounting—not just in classrooms, but in the staffroom. Burnout, turnover and plummeting morale are sounding alarms for leaders at every level. But rather than constantly reacting to crises, principals are being urged to flip the script—moving from a reactive mindset to a proactive, strategic one.
For school principals, building a thriving school culture isn’t about stamping out every fire; it’s about future-proofing staff wellbeing through foresight, structure and support. In 2025, the challenge for leaders isn’t just to respond better—it’s to lead better.
One expert says that starts by embedding resilience into the very DNA of school life.
“Too often, schools operate in ‘firefighting mode’—responding to crises as they emerge but struggling to address the root causes,” Peta Sigley, CEO of Springfox told The Educator.
“This approach may ease pressure in the short term, but it rarely produces lasting change. By the time someone is in crisis, they’re already depleted. Recovery is possible—but it takes longer, costs more, and often pulls other team members into the stress spiral.”
A proactive approach, in contrast, focuses on prevention, Sigley explained.
“In a resilient school, stress isn’t ignored or denied—it’s expected, talked about and met with practical tools and psychological safety to reduce negative impact.”
Below, Sigley lays out what prevention can look like in practice:
Normalise the conversation around stress
Resilience starts with a culture of psychological safety. When staff feel safe to speak honestly about their challenges, leaders gain clearer insight into the pressures people are facing—and teachers are more likely to seek support before they hit breaking point. Regular check-ins, reflective staff sessions, or open forums create space for people to speak up. Importantly, these need to go beyond logistics. Try asking, “What’s been hard this week?” or “What’s one thing that would make next week easier?” These types of questions open the door to authentic dialogue.
Make space for recovery
Teachers can’t pour from an empty cup. In schools where back-to-back meetings and constant demands dominate, recovery rarely gets prioritised. But resilience depends on rest. That might mean protecting non-teaching time, reducing after-hours emails, or piloting initiatives like a nine-day fortnight or designated ‘no meeting’ afternoons. Even small changes—like encouraging staff to take their full lunch break away from their desks—can help replenish energy and reduce chronic stress.
Move beyond awareness to skill-building
Professional development should equip staff with practical tools, not just inform them of risks. Teachers need strategies they can apply day-to-day—whether that’s cognitive reframing, breathing techniques for self-regulation, or ways to manage competing priorities under pressure. When teachers know how to respond to stress, they’re better able to stay calm, connected, and effective in the classroom.
Embed resilience in leadership
Leadership buy-in is non-negotiable. School leaders set the tone—and when they model healthy boundaries, take regular breaks, and talk openly about managing stress, it gives others permission to do the same.
Integrate resilience into school strategy
Resilience isn’t a one-off initiative. It needs to be embedded into school systems and strategic planning. This might mean including wellbeing goals in annual reviews, collecting feedback on what staff find most challenging, or allocating budget for long-term programs—not just standalone sessions. Ask regularly: “What are we doing to help our staff stay well, stay engaged, and stay in the profession?”
Give teachers more input
When staff are involved in decision-making, they feel more in control—and less like change is something being done to them. Consider setting up wellbeing working groups, involving teachers in conversations about timetables, or simply checking in before introducing a new initiative. These actions help build autonomy, which is one of the key protective factors against burnout.
“Creating a resilient school culture doesn’t mean eliminating every stressor. It means building systems that support people through the tough times—and help them emerge stronger on the other side,” Sigley said.
“It’s about thinking ahead, not just reacting. Because when educators thrive, students do too. And when schools invest in resilience, they’re investing in a stronger, more sustainable future for everyone.”