A leadership mindset for wellbeing

Abstract

School leaders face competing priorities in their work between responsibility for wellbeing and for learning. The experiences of COVID-19 have magnified this dilemma as schools have pivoted to deliver remote learning and care to anxious, distracted, and uncertain students, families, teachers, and communities. The immediacy of the events resulted in practices emerging well before policy, requiring agile leadership. Educators and leaders across Australia and New Zealand have identified that the COVID experience has resulted in social isolation, low student wellbeing and loss of learning (Flack et al., 2020). Moreover, this experience has compounded existing inequities in education, for example..