Leadership in education carries a unique weight of responsibility. Leaders shape culture, set expectations, and play a pivotal role in safeguarding learners and young people. Whether working in senior or middle leadership roles, those responsibilities extend well beyond operational decision-making. They are central to maintaining public trust and confidence in the education workforce.

It is therefore essential that as a leader, you are clear about the professional expectations placed upon you. This is where the Code of Professional Conduct and Practice (the Code) plays a vital role.

Leadership and the Code

The Code sets out the key principles all EWC registrants are expected to uphold. For leaders, these expectations are especially significant. Learners and young people, parents/guardians, colleagues, and the wider public look to you as role models.

The fourth principle of the Code, Leadership, makes clear that registrants with leadership and management responsibilities must:

• embody the Code and lead by example
• promote a positive organisational culture of respect, integrity, accountability, and professionalism
• manage staff, resources, and risk effectively, ensuring appropriate support, training, and supervision
• be accountable for decisions and the delegation of tasks

These expectations apply across all settings and sectors of the education workforce.

Understanding risk and accountability

Even the most experienced and reflective leaders can, at times, make mistakes or errors of judgement. Drawing on our regulatory experience, we know that issues most commonly arise not through a lack of commitment, but through failures to recognise risk early, to follow established procedures, or to act decisively when concerns emerge.

Common themes we see in our casework involving leaders include:

• financial mismanagement
• failures in governance and accountability
• misuse of power or blurred professional boundaries
• safeguarding failures or unmanaged health and safety risks
• dishonesty or lack of transparency

Awareness of these risks helps leaders to protect learners and young people, support staff, and safeguard their own professional standing.

Acting early and seeking support

The Code makes clear that inaction can itself place a registrant in breach of professional expectations. Leaders are encouraged to act early when issues arise, to be honest about what has happened, and to take responsibility where necessary.

Seeking advice or professional support, whether from a trade union, mentor, professional network, or another senior leader, can be an important step in resolving situations appropriately. Reflection, learning, and accountability are all integral to maintaining professional integrity.

In some circumstances, self-referral to the EWC may be appropriate and can demonstrate professionalism and responsibility.

Further support

Leadership plays a central role in shaping safe, respectful, and professional learning environments. By understanding and applying the Code, leaders help ensure that trust, integrity, and accountability remain at the heart of education in Wales.

To support in this, we offer presentations focusing on a number of areas including the Code. They can be delivered both virtually, or at your workplace setting and are designed to help leaders and staff better understand the expectations upon them, and how to apply them in practice.

Individuals can also access support from Dysgu, the new body responsible for national professional learning and leadership in education across Wales.

Dysgu’s mission is to ensure that every educator in Wales is supported to thrive, lead with integrity, and create the conditions where all learners can succeed. Its role is to provide coherent, high-quality opportunities for professional learning that align with national priorities and the realities of practice. For leaders, this includes support at every stage of the leadership journey, from early leadership development, through to the National Professional Qualification for Headship (NPQH) Wales programme, as well as ongoing professional learning that focuses on areas such as ALN, well-being, literacy and numeracy. They work closely with schools, settings, local, and national partners to ensure that leaders can access evidence-informed programmes, bilingual resources, and professional networks that help them navigate the complex demands of leadership.

Education is one of the most rewarding and impactful professions in Wales, with practitioners making a difference to learners and young people, and communities every day. And whilst incredibly valued, it is important to recognise that the role can be demanding. That’s why sustaining a healthy, resilient workforce is essential to maintaining public trust and confidence in education.

In our latest blog from our partners at Education Support, we look deeper into the findings of the Teacher Wellbeing Index 2025 which provides valuable insight into the experiences of education staff in Wales, and highlights the support available to help sustain long and fulfilling careers in the profession.

About the author

Dr Mary Bilton is a Culture Advisor for the Staff Wellbeing Service in Wales, which is funded by Welsh Government to support school leaders, managers and wellbeing leads, at no cost.

With over 30 years of experience as Faculty Lead in secondary school education, Mary moved into the Education Wellbeing space through her work as a NPQ facilitator, and her own doctoral research into Attrition of Mid-career teachers at University of Reading.

I speak every day with teachers, school leaders, and education staff across Wales who give so much of themselves; emotionally, mentally, and physically to their jobs.

The Teacher Wellbeing Index 2025 highlights just how much pressure education staff in Wales are carrying and how important it is to have the right support around you. Our findings cover everything from teacher stress, burnout, workload and lack of time.

While the Index highlights significant challenges, we also know that many staff continue to find strong purpose and meaning in their work, a reminder of the lasting impact education professionals have, even in demanding circumstances.

I’ll also share details of how school staff in Wales can access free mental health and wellbeing support, which is funded by Welsh Government, at no cost to your school.

About our findings

The statistics below relate specifically to responses from education staff working in Wales.

Our findings reflect the reality many of you will recognise. Three-quarters of staff reported feeling stressed this year, and almost half said the culture of their organisation is having a negative impact on their mental health.

Many are experiencing real symptoms too: irritability, sleep problems and difficulty concentrating were among the most common, with 71% reporting psychological, physical or behavioural effects linked to work.

Even though some staff feel supported by their organisation, the picture is mixed. More than half said they receive good support for mental health and wellbeing, but many still feel they’re left to cope alone.

Wellbeing and workplace scores show that while there is purpose and meaning in the work you do, stress levels remain high and anxiety is a regular part of the job.

Workload continues to be one of the biggest contributors to strain. Many staff in Wales experience “time poverty” most of the week and feel they’re working at high speed or to tight deadlines far too often.

On top of this, teachers and support staff are increasingly expected to pick up responsibilities that go well beyond the classroom like helping pupils regulate emotions or even providing food.

How we can help

It’s no surprise, then, that more than a third of education staff have seriously considered leaving their job this year, but you don’t have to face these challenges alone.

Our Professional Supervision and  Advisory Service  is designed specifically for school leaders and managers in Wales, giving you a safe, confidential space to talk, reflect and receive guidance from trained specialists who understand the pressures of the job.

Professional Supervision

Our Professional Supervision service offers a confidential, non-judgmental space exclusively for school leaders and managers where you can talk openly about the pressures you're facing, something that is often difficult to do within your own school.

Our experienced supervisors understand the realities of working in education. They understand the emotional labour, the constant responsibility, the guilt, the frustration, the meaningful moments and the difficult ones.

They know what it means to give so much of yourself every day. Talking to someone helps you reflect, decompress and gradually rebuild a sense of perspective and control. It supports you to recognise when emotions or stress responses are building before they become unmanageable.

Practical strategies and support

Beyond emotional support, supervision helps with practical strategies; setting boundaries, prioritising workload, navigating complex interactions with pupils, parents or colleagues, or finding ways to protect your wellbeing even when external pressures don’t change.

It can also help you reconnect with the reasons you joined the profession in the first place: the sense of purpose, impact and contribution that the Wellbeing Index shows is still present but often buried under the demands of the day-to-day.

For many leaders and managers, supervision becomes a regular form of self-care which is an essential part of staying grounded in a profession that continually asks for emotional resilience. Engaging with professional supervision isn’t just a step towards coping, it’s a step towards thriving, sustaining your career and protecting your wellbeing in the long term.

Wellbeing Advisory Service

Alongside supervision, our Wellbeing Advisory Service offers practical and emotional support, specifically tailored to the education sector. We provide in-the-moment support for staff wellbeing and mental health, alongside high-quality resources designed specifically for education staff on key topics such as menopause, stress management, and workload.

Our offer includes bespoke tools and resources tailored to each school’s individual challenges, as well as practical support with developing staff wellbeing action plans, strategies, policies, and wellbeing surveys to create lasting, meaningful change.

Free, confidential helpline

We also offer a free, confidential helpline for anyone working in education across the UK, including teachers, lecturers, support staff, and administrators.

Available 24/7, the service connects you with qualified counsellors who understand the unique pressures of the profession, offering emotional support, guidance in difficult situations, help with work-life balance, and signposting to further services if needed.

Download a free, bilingual helpline poster from our website, and place it in staff areas in your school.

We give you the tools and professional guidance to protect your wellbeing and sustain your career in education. If the findings from this year’s Index echo your own experience, getting support isn’t just about coping - it’s about protecting your wellbeing, reconnecting with your purpose and giving yourself the space you deserve.

Sign up now

School leaders, managers, and wellbeing leads - sign up to our free services today and a member of our team will be in touch:

Professional Supervision Application

Advisory Service Application

International Child Safeguarding Week (20-24 October 2025) is a timely reminder of our collective responsibility to protect learners and young people. For those of us working in education, safeguarding is not just a legal requirement – it is the foundation of public trust in the sector.

At the Education Workforce Council (EWC), our work provides the essential structures needed to ensure that those entrusted with the care and education of learners and young people meet the highest standards of conduct, competence, and accountability, (if you want to know more about our role, read our ‘Who are the EWC’ blog).

Why registration and regulation matter for safeguarding

By David Browne, Director of Regulation at the EWC

Our priority at the EWC is, and must always be robust registration and regulation.

When we talk about registration, we mean the formal process of checking, approving, and continuously monitoring the suitability of those working with learners and young people. Regulation, on the other hand are the clear rules, standards, and oversight that govern professional conduct and practice across education settings. Together, they create a safety net that prevents harm and builds public confidence in the education workforce, ensuring only those who uphold a high standard of conduct, and are competent, knowledgeable, and skilled are able to work in certain roles.

So, what does this actually mean for safeguarding on the ground? Here’s how robust registration and regulation protect learners and young people, and strengthens trust across education.

Sets clear standards

Registration ensures only those who are qualified, competent, and suitable to practise are allowed to work with learners and young people, whilst regulation defines what is expected of practitioners. Together, these create a consistent benchmark across the sector for safe and ethical practice.

Provides a safety net for escalation

Regulation allows concerns to be escalated formally, ensuring that unsafe individuals can be restricted or removed from practice.

Ensures accountability

If there are concerns that a registrant has not met the standards expected of them, we investigate through our fitness to practise work and, where necessary, take appropriate action. The truth is we only see an extremely small percentage of our registrants through our fitness to practise work each year.

Helps us learn

Investigations and regulatory actions help the system improve by identifying both risks and learning points to strengthen safeguards for the future.

Provides public confidence

Families and communities trust education more when they know staff are registered and subject to oversight.

Without effective registration and regulation, there would be no consistent system for determining an individual’s ongoing suitability to work, or for preventing unsuitable individuals from continuing to practise. In short, learners, young people, and the wider public would be exposed to unacceptable risk.

Our role as a regulator

As the independent, professional regulator for the education workforce in Wales, we work closely with partners, including Welsh Government, to ensure safeguarding remains at the heart of education. That means we:

• monitor and enforce compliance with safeguarding standards
• act quickly and decisively when risks are identified
• support registrants to understand and meet their responsibilities
• maintain a register of those who are suitable, competent, and trusted to practise

Can we do more?

Safeguarding is, and will always be, everyone’s responsibility. Looking ahead, there is more we can do together to strengthen the safeguards that protect learners, young people, and the public.

One key step is to continue to raise awareness of any legislative anomalies with the requirement to register which could potentially pose a safeguarding risk. We will continue to highlight these anomalies to government and others, aiming to strengthen the EWC’s underpinning legislation. This will allow us to continue to robustly maintain standards amongst education practitioners, and safeguard learners and young people, and the public - exactly as we were set up to do.

This World Mental Health Day, we hear from Sarah Owens, a Staff Wellbeing Advisor with Education Support who works with schools across Wales to improve staff wellbeing through the Welsh Government-funded Staff Wellbeing Service – available to schools at no cost.

Whilst the services Sarah signposts to are specifically targeted to schools, the suggestions she makes on how to support staff wellbeing are suitable for all EWC registrants.

Beyond the biscuits: staff mental health and wellbeing in schools 

We've all been there. A well-meaning leader puts a packet of biscuits in the staffroom with a ‘have a great day’ sign. The gesture is kind, but it feels a little like putting a plaster on a gaping wound. In the demanding world of education, where workload, stress, and mental health challenges are ever-present, staff wellbeing needs a more substantial, sustained, and meaningful approach than a sugary snack. 

As a Staff Wellbeing Advisor, I see first-hand the immense pressure that teachers and schools staff face every day. And while a shared packet of chocolate digestives might provide a momentary boost, it does little to address the underlying issues that contribute to burnout and low morale. True staff wellbeing isn't an occasional treat; it's a fundamental part of the school's culture. It’s not a one-off event, but a sustained commitment of the school community. 

So, how do we move beyond the biscuit tin and build a genuinely supportive environment for positive staff wellbeing? 

My work with the Wellbeing Advisory Service brings me into countless schools. I see the incredible dedication, the passion, and the tireless energy you pour into your work. But I also see the immense pressure you face, leading to burnout, stress, and a quiet sense of exhaustion. 

The good news? The solution isn't about grand, sweeping gestures. It's about intentionally cultivating a culture of care—an ethos woven into the very fabric of school life, where staff feel genuinely seen, heard, and valued.  

Leading for wellbeing 

Leaders in a healthy school don't just talk about staff wellbeing; they model it, protect it, and place it at the heart of their conversations and decision making by: 

• protecting boundaries: senior leaders communicate clearly, setting guidelines on when to send and respond to emails to protect staff's time outside of work. They champion an ethos that says, "It's okay to switch off." 

• leading by example: leaders take their own breaks, leave at a reasonable hour, and don't take work home, thereby signalling that this is an expectation for all staff, not a luxury. 

• viewing change through a wellbeing lens: when implementing new initiatives, leaders actively consider the impact on staff workload and morale. Some operate with an "in/out rule," ensuring that for every task added, another is removed. 

• making time for reflective practice: one proven form is professional supervision — a structured, confidential space to explore your purpose, challenges, and wellbeing. Many school leaders describe this as a lifeline, particularly in combating isolation and stress. School leaders and managers in Wales can sign-up now for funded professional supervision, at no cost to their school.  

A culture of trust and respect 

Staff feel secure and valued when their contributions are recognised, and their voices are heard. This reduces feelings of isolation and builds a strong, cohesive community. You might want to consider: 

• giving staff a voice: wellbeing committees and regular staff surveys provide ways for staff to share honest feedback and influence school decisions. 

• showing genuine appreciation: celebration events and small, authentic gestures of thanks—like personalised notes acknowledging hard work—have a far greater impact than generic, tokenistic gifts. 

• professional autonomy: staff are treated as trusted professionals and given the autonomy to make decisions that impact their work and often provide a more flexible approach to their work. This is far more empowering than micromanagement. 

• excessive workload: is a primary driver of stress and burnout in education. A school with a realistic workload approach, a supportive and inclusive environment where colleagues can support each other is crucial for wellbeing.

You may also want to think about creating:  

• psychologically safe spaces: a that school fosters a culture where staff feel safe to admit they are struggling or make mistakes without fear of judgement feels good. This is reinforced by an open-door policy and regular check-ins from line managers. 

• inclusive social events: creating a social calendar with optional, low-cost or free activities - from a book club to a staff quiz - builds relationships and encourages staff to connect outside of formal school activities.  

• a sense of belonging: is crucial to feeling connected to the school community and ultimately, to better emotional and physical wellbeing. Building genuine connections can make all the difference.

You can do this by: 

• encouraging staff room use: leaders can model this by stepping away from your desk and championing the ‘right to switch off’ even for small windows of time!  

• celebrate the small wins: encourage staff to leave anonymous notes of appreciation and share these once a week. 

• focus on the process not just the result: by sharing a sense of achievement and appreciation in the incredible teamwork shown every day.

• encourage peer support systems for both professional and emotional growth: informal check-ins can help build a collaborative environment whereby everyone feels they have trusted support buddy.  

Improving your school culture  

Ultimately, good staff wellbeing is a long-term investment. It's about a compassionate leadership team that takes genuine steps to know their staff, care for staff, creating an environment where every member of staff feels valued, supported, and that they really belong.  

You don’t have to go on this journey alone. Get in touch with me today to find out how we can help you look at culture and staff wellbeing through our advisory service; funded by Welsh government, at no cost to you or your school: This email address is being protected from spambots. You need JavaScript enabled to view it..