In Australia, nine out of ten teachers report a decrease in their wellbeing and morale. This finding, from Australia’s peak teacher’s union, comes off the back of similar reports suggesting not enough is being done to tackle the raft of challenges facing the profession.
The Independent Expert Panel’s Review to Inform a Better and Fairer Education System has acknowledged more support is needed for Australia’s schools, including specialist staff, professional development and evidence-based resources for staff and better linkages between schools and allied services.
One organisation that has been working closely with more than 1,000 schools across Australia to improve the wellbeing and morale of educators is Happy School. Launched in 2008, the organisation delivers weekly well-being articles, posters, and appreciation postcards to schools, offering timely professional development and stress-management strategies.
Its founder, leading Australian educator Steve Francis, was a Principal for over 20 years in Australia and at an international school in Hong Kong. Recognised as a top Australian educator, Francis developed the program from his research on teacher stress. He now presents globally, supporting school leaders to enhance staff well-being and optimise school environments.
The state of play in 2025
Recently, Francis sat down with The Educator to discuss the key challenges for school leaders in 2025, how the health and wellbeing of school leaders is tracking, and a new initiative designed to support Australia’s early education workforce.
“The education sector is experiencing significant turnover among both teachers and principals. Teacher morale and workload continue to be significant issues,” Francis told The Educator.
“Factors contributing to this include increased workloads, student behaviour, unrealistic parent expectations and a lack of support. Strategies to retain experienced practitioners and support early career teachers are vital.”
Francis said there is also a notable rise in student mental health issues, including increased reports of anxiety, depression and disengagement.
“This is placing a massive load on existing, limited resources. Building a sense of Belonging in each classroom is important and a practical strategy,” he said.
“Persistent learning gaps, particularly in literacy and numeracy, have been exacerbated by recent disruptions. Implementing targeted interventions and evidence-based instructional strategies is essential to bridge these gaps and improve student outcomes.”
Artificial intelligence also presents both a challenge and an opportunity for school leaders in 2025, Francis said.
Other experts have pointed out that while AI can significantly alleviate teachers' workloads by providing personalised feedback and instruction, it is essential to balance technology use with human interaction to prevent the dehumanisation of education.
‘Service Leaders’ make the biggest difference
When asked what positive movement he has seen when it comes to school leaders being supported to alleviate the biggest pressures they’re facing in their role, Francis noted the relentless work of principal associations in each state and system as they continue to advocate for support, additional resources and a reduction in bureaucracy.
However, Francis said these efforts need to be supported by school leaders.
“Whilst the success of their advocacy will vary from system to system, school leaders should continue to focus on building a positive school culture in their school,” he said.
“The impact that school leaders have on the culture in their school cannot be overstated. In the best school cultures, the leaders see themselves as Service Leaders. Their focus is on providing the best possible resources, facilities, programs, professional development, facilities and support to class teachers.”
Francis said school leaders recognise that “the magic happens in the classroom”, and they see their role as supporting teachers to optimise their impact.
“It's vital that school leaders within a school are aligned and working together,” he said.
The team at Happy School has developed a tool to help leadership teams reflect on how aligned they are and what they need to focus on to be highly effective. The instrument and resulting report are free and can be accessed at the School Leadership Sprint website, Francis said.
“By proactively addressing these challenges, school leaders can foster resilient educational environments that support both educators and students,” he said.
Staff well-being: A shared responsibility
Francis said Happy School doesn’t believe that it is the School Principal’s job to “fix” staff well-being.
“Whilst leaders have an impact on how good a school is to work in, staff themselves need to make informed decisions about what they need to do for their own well-being,” he said. “It can’t be a one size fits all approach. What works for one person, won’t necessarily work for another.”
This year, through the Happy School PLUS program, Francis and his team are helping school leaders build a positive school culture and provide practical strategies to the staff in their schools.
“Our second area of focus is on supporting the well-being of early career teachers. They are especially vulnerable to burnout. They need to learn so much during their first three years that they can quickly become overloaded,” he said.
“Whilst mentors and school leaders focus on pedagogy, curriculum, planning, classroom management and the many other demands of teaching, our Happy Teacher program provides specific guidance to help them safeguard their well-being.”