Coaching & Leadership Development

“Meeting the needs of Headteachers” – Viv Grant in Ground-Breaking Wellbeing Book

The 26th July marked the official launch of Mental Health and Well-Being in the Learning and Teaching Environment – a paradigm-shifting book which draws on expertise from two previously separate disciplines of education and mental health to consider the relationship between mental health and education in an evidence-based and practice-focused way. As an expert in the field, Integrity Coaching’s very own Viv Grant was asked to contribute a chapter on “Meeting the needs of Headteachers” which explores a number of the challenges school leaders face today. Here’s a brief outline of what Viv discusses in the chapter: Ever-Changing Role as Head Teacher With students of all ages having increasingly diverse capabilities and diagnosable mental health disorders; the role of the head teacher has changed significantly. It is now fraught with ambiguity and complexity – head teachers find themselves having to demonstrate expertise as social workers, counsellors, child psychiatrists, politicians and community workers. Much of the head teacher’s everyday life now involves making sense of a myriad of responsibilities – these can range from dealing with the collective emotional fallout from an OFSTED inspection, to the death of a child. Amidst these constant pressures head teachers are expected to demonstrate and maintain high levels of leadership effectiveness and emotional resilience. Whilst help for the strategic and operational sides of the roles may not be in short supply, support to enable head teachers to manage these significant challenges is minimal. Left unmanaged and without proper support structures in place, psychological dissonance becomes the default and individuals’ mental health suffers. The Isolation of School Leadership Notably, Viv explores the isolating impact of headship. Since Head teachers often carry...

Press Release – Book Breaks New Ground on Well-Being in Education

Official Launch – Mental Health and Well-Being in the Learning and Teaching Environment  26th July marked the launch of a paradigm-shifting book which draws on expertise from two previously separate disciplines of education and mental health to consider the relationship between mental health and education in an evidence-based and practice-focused way. It is the first book of its kind to examine the complex problems associated with today’s high-stress, high-emotion learning and teaching environments which affects both learners and leaders of learning alike. It is an important and timely text that offers new hope in tackling the alarming mental health crisis in our schools and colleges. The book bears witness to the fact that with a growing number of students struggling with mental health problems and with schools full of pupils with a wide diversity of abilities, behaviours, needs and diagnosable conditions, teaching and school leadership have become some of the most challenging and stressful jobs imaginable. Crucially, the text also highlights the serious impact which the behaviour of pupils, teacher and school leaders can have on each other. We now understand that relationships in schools are fundamental to intellectual and behavioural growth for pupils and that many significant mental health problems of adults have their origins in childhood. In light of this, it is vital that those in education have all the tools and support necessary to nurture and manage these relationships and are able to fulfil their roles from a place of emotional stability and well-being to empower students upwards. However, emotional support is often not forthcoming and so dealing the challenges of school life can also have a serious psychological impact...
The Highs & Lows of Exam Results – Why they Don’t Define You and Your School’s Success

The Highs & Lows of Exam Results – Why they Don’t Define You and Your School’s Success

  The results are in. Following weeks of nervous excitement going through all the possible outcomes of how results will turn out, it can feel like the whole year has been building up to this moment.   Having poured your heart and soul into ensuring that your school delivers the results you felt it could achieve, sadly it might be that they haven’t quite turned out to be what you had hoped for. It may feel like someone has not just let the air out of your balloon but has popped it.   When you have invested so much of yourself into the job, it’s all too easy to take the results personally as though they are a sole reflection of your ability to lead. It’s at times like these when all sorts of doubts and concerns may well creep into your head and you may begin to question the validity of role.   If this sounds familiar, then don’t despair. Now is not the time to give up on your dreams! Indeed, it is more of a time for deep reflection, a time to pause and re-caliberate, so that you can begin the new school year with a renewed sense of energy, purpose and commitment.   So, if your school results are not as you had expected and you have found yourself prone to negative and self-depreciating thoughts, read on and take encouragement from our seven tips on how to re-define what success really means for you and your school.   Seven key tips on how to re-define what success really means for you and your school  ...