Sustaining the SBL role

School Business Leaders are central to the stability, performance and sustainability of schools and trusts.  They manage risk, finances, people, compliance and constant change, often under significant pressure and with limited capacity.  Unsurprisingly, wellbeing is becoming one of the biggest risk factors facing the role.

This session draws on Education Mutual’s latest School Business Leader Wellbeing Index and the Indestructible Wellbeing for SBLs work, alongside wider sector insights into workload, stress and burnout.  It focuses on what is really affecting SBL wellbeing, what support is working, and where gaps still exist.

Rather than abstract wellbeing theory, this session is about practical, realistic strategies that help SBLs remain resilient, supported and sustainable in demanding roles.

In this session we explore

• What the latest wellbeing data tells us about pressure, stress and resilience in the SBL role

• How wellbeing challenges differ across school types, trusts and career stages

• The impact of workload, responsibility creep and isolation on SBL mental health

• Common barriers that stop SBLs accessing available wellbeing support

• What “indestructible wellbeing” looks like in practice, not perfection

• The role of leaders, teams and culture in supporting SBL wellbeing

• Practical steps schools and trusts can take to reduce pressure and build resilience

• Signposting to effective support, resources and services that actually get used

Take home points

• A clearer understanding of the current wellbeing risks facing SBLs

• Practical strategies to strengthen resilience and reduce burnout

• Insight into why existing wellbeing support is often underused

• Tools to help advocate for better support within your organisation

• Confidence to prioritise wellbeing without guilt or compromise

This session is for

School business leaders, finance and operations professionals, and senior leaders who want to better understand, protect and support the wellbeing of their team

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