Across nearly 10,000 schools nationwide, Australia’s school principals are responsible for the learning, safety and wellbeing of around 4.5 million students and staff. They don’t just lead classrooms – they manage entire communities.
But while the job carries enormous responsibility, it also comes with heavy pressure.
Last week, new data from the Australian Catholic University’s Institute for Positive Psychology and Education found school leaders work an average of 54.5 hours a week during term time and 20.6 hours during holidays.
Perhaps unsurprisingly, most leaders surveyed nominated the “sheer quantity of work” as the biggest source of their stress, closely followed by “lack of time to focus on teaching and learning” and “student-related issues”.
However, the study revealed that more than half of Australia’s school leaders are seriously considering walking away from the job, threatening an already fragile leadership pipeline in the nation’s schools.
For school leaders – who often find themselves stretched between rising workloads, staff wellbeing, student outcomes, and system accountability – a new book offers an antidote to burnout and disconnection.
'The Power of Care', written by co-authors Dr Siew-Fang Law and Hannes van Rensburg, reframes leadership as an act of care, without compromising effectiveness or drive.
The Bento Box model introduced in the book is a practical tool that could help principals and school executives achieve greater balance, foster stronger relationships across their teams, and lead more sustainable, purpose-driven schools.
The authors say it has particular relevance for student wellbeing and behaviour, as compassionate leadership trickles down to school culture; staff morale and retention, by promoting psychological safety and authentic connection; and school leadership best practice, with actionable frameworks that support sustainable, values-aligned leadership.
Balancing heart and high standards
Dr Law about said the Bento Box of Care model helps leaders balance compassion with accountability by offering a clear, structured approach.
“It offers an interconnected socio-ecological framework, where segments like Self-Care, Relational Care, a Culture of Care and Soul Care support leaders in maintaining well-being while holding themselves and others accountable,” Dr Law told The Educator.
“Self-Care helps recognise burnout and compassion fatigue, while Relational Care promotes empathy and healthy boundaries.”
Dr Law said the culture of care guides leaders in creating systems, structures, and processes that prioritise well-being without compromising student outcomes.
“This model fosters a school environment where compassion and responsibility thrive together, preventing compassion fatigue and burnout.”
Dr Law said the model also outlines practical first steps leaders in high-pressure environments can take to build a more caring, connected team culture.
“Begin by making open communication a priority. You may ask your team, ‘How am I showing up today?’, ‘Do I come to work grumpy?’ and ‘Tell me so I can do better.’” She said.
“Check in regularly with your teachers and staff about how they feel, not just about what they do. Show your teachers and staff that you value them as people, not just employees. Set up opportunities for your team to connect—such as collaborative planning sessions.”
Dr Law said each of these actions contributes to the creation of a culture of care within the school.
“By modelling empathy and showing up for your team, you'll help reduce the emotional toll you and your team experience, especially when dealing with challenging behaviours from students and parents.”
Well-being isn’t a luxury – it’s a leadership priority
Compassionate leadership can also translate into improved outcomes for students, particularly those facing behavioural or well-being challenges, Dr Law noted.
“It is all about finding and creating a balanced socio-ecosystem. When you lead with compassion yet remain clear and firm about the school’s core values, it may positively affect student outcomes, particularly for those struggling with behavioural or well-being challenges,” she said.
“Consider your routines and rhythms when supporting your teachers, not just their performance but also emotional safety.”
Dr Law pointed out that when staff are supported in this way, they will be better equipped to build their own processes and systems to support their students’ emotional needs.
“By providing a safe space for teachers to manage their stress and practice self-care, you create an environment where they may better support their students.”
When asked what advice she would offer to principals who feel emotionally depleted but still want to lead with kindness and purpose, Dr Law said it’s important to remember that well-being matters and must come first.
“Consider what has been keeping you from taking genuine breaks or seeking professional assistance when necessary,” she said. “Ask yourself what you need to remove these psychosocial and emotional barriers.”
Dr Law said it’s also important for leaders to consider what systems and structures can be created so they can delegate some responsibilities to their team without feeling guilty about taking time for rest.
“To promote kindness and purpose, consider creating a support network of fellow leaders, teachers, and professional staff who can offer empathy and guidance at peer levels.”
‘The Power of Care’ by co-authors Dr Siew-Fang Law and Hannes van Rensburg is releasing 1 May.