Curious What This School Did to Boost Staff Wellbeing?

Schools are complex as are people, yet having worked across thousands of schools, I see what works and what doesn’t. 

For the past 3 years I’ve had the pleasure of supporting one government primary school in western Sydney. The staff were carrying heavy workloads, managing complex student needs and facing the same system fatigue so many of us know too well. They realised something had to give. And instead of pushing harder, they chose to work smarter—together. 

Here’s what they implemented and the measurable impact it created: 

• Leadership capacity strengthened. Executive confidence in leading instructional conversations jumped from 71% to 87% in lesson planning and from 68% to 82% in explicit teaching strategies. 

• Shared language was built across teams so people weren’t “making it up as they went.” Everyone started talking about practice, wellbeing and challenges using the same terms—removing confusion and reducing friction. 

• Simple conversation frameworks were introduced for coaching, feedback, and day-to-day discussions. This meant fewer emotionally loaded conversations and more clarity, consistency, and direction. 

• Staff wellbeing participation increased, signalling trust in the process and a shift away from the “just cope” mentality. 

• Leadership vulnerability became normalised. Leaders openly reflected on what was working and what wasn’t, which built psychological safety and encouraged staff to do the same. 

• They even admitted when things dipped—confidence in supporting teachers with classroom management dropped from 88% to 78%. That honesty became a turning point, not a setback. 

• And yes—students benefitted too. Year 1 saw a 17% increase in reading proficiency, and Year 5 had a 7% decrease in students requiring extra support in numeracy. 

These shifts weren’t about perfection—they were about alignment, clarity and a culture that made it safe to grow. 

The impact – why this worked 

Because the adults were valued, heard, and supported, the whole ecosystem shifted. 

• Psychological safety increased. Vulnerability wasn’t a risk—it was part of the work. 

• Professional conversations improved. With shared language and simple frameworks, staff had more constructive, less draining dialogue. 

• Leadership felt stronger and more grounded. When leaders grow, the whole staff feels it. 

• Classroom practice sharpened. Clearer direction and higher confidence naturally flowed into teaching and learning. 

• Collective energy lifted. Instead of running on fumes, staff felt part of something purposeful. 

This wasn’t a wellbeing “add-on.” It was a cultural pivot. 

Why this matters for all of us 

We’re in a profession full of pressure, passion, and constant change. Stories like this remind us: when a school invests in shared language, simple frameworks, and leadership capability, people breathe again. They reconnect. They show up with more clarity and less fear. 

And when educators feel strong, grounded and supported—students thrive. 

The lesson - It’s not about DOING more, it’s about BEING more of who we already are – HUMAN!