Before the first bell rings, a primary school principal is already in motion – greeting families at the gate, checking in with teachers, and ensuring the day starts smoothly.
Unlike their high school counterparts, primary principals focus on laying the foundation for lifelong learning, balancing literacy and numeracy goals with the social and emotional needs of young children. This means their days are filled with fostering curiosity and working closely with parents who are deeply invested in their child’s early education.
While primary school principals find fulfillment in observing students' growth academically, socially, and emotionally throughout their formative years, the pressures associated with the job continue to weigh on the profession.
The state of play in 2025
Primary school leaders in Australia report not only working an average of 55 hours per week but having to manage increasingly disruptive classrooms. Worryingly, 43% of primary principals have triggered ‘red flag’ emails – alerts generated when school leaders are at risk of self-harm, occupational health problems or serious impact on their quality of life.
More recently, the 2024 Teacher and School Leader Workload Survey found key workload challenges for primary school leaders, including behaviour management, data collection, administration, and curriculum planning, impacting teaching duties.
One leader who understands the challenges that come with the job all too well is Angela Falkenberg, President of the Australian Primary Principals Association, which represents more than 7,600 leaders, 200,000 primary teachers, and 2.2 million students in primary schools nationwide.
Falkenberg said the support for primary school leaders, while systemic, should also account for personal need.
“There might be effective support for curriculum or policy related issues, or for facilities and financial management but less effective support for managing a community crisis or parent mental health,” Falkenberg told The Educator.
“Primary school leadership teams are often small, which means a broad range of leadership tasks are taken on by few people. Where there is great support, it is to be applauded.”
Falkenberg said APPA advocates for every leader to be well supported in ways that are beneficial to them.
“Leaders should be met at their point of need and that means being asked ‘what do you need?’ or ‘what would it take for you to feel well supported?’ and taking appropriate action.”
‘Agreements must be stuck with, and sustainability built in’
Recognising the severity of the crisis that Australia’s school leaders are facing, the Federal Government announced a raft of support measures in 2024, including the National Student Wellbeing Program, Classroom Management Training, the Flexible Work for School Leaders Initiative, and improved funding for schools nationwide.
In another significant development, occupational principal health, safety and wellbeing was put on the national agenda of the Education Ministers Meeting, effectively giving principals a seat at the round table.
Falkenberg said while leaders can be patient to a point if they know that things are guaranteed to be better over time, the dynamic nature of schools and their communities mean that priorities change as situations change.
“Our professional journey is littered with great ideas abandoned as new focus areas emerge. Our challenge is to ensure agreements are stuck with, and sustainability built in. This doesn’t mean perfection; as Churchill said, ‘perfection is the enemy of progress’,” Falkenberg said.
“I will add that scalable does not mean ‘sameable’, but my intent is to challenge the notion that one size will ever fit all schools and all leaders.”
However, Falkenberg said it should be possible to guarantee quality assured support, “even if that looks different in different places to different people.”
“Context matters as does leader agency. When leaders have their needs met, they are at their best and can be the best for others.”
‘The important role of primary schools is undervalued’
When asked if there are there any pressing issues impacting primary school principals that have flown under the radar, Falkenberg said the important role primary schools play in building strong resilient communities is “undervalued”.
“They do important life shaping work for families and children. They connect families to services, and they fill service gaps and participate in ongoing action research to tweak strategies to benefit learners,” she said.
“It is sophisticated, nuanced professional work, and this wisdom could be an asset to decision and policy makers.”
Falkenberg said community challenges impact schools, so ensuring schools are a safe and respectful learning and working space for all must be a collective effort.
“A campaign that motivates and activates community support for schools is needed.”