GUEST COLUMN: Burnout, stress and violence – the reality for school principals in 2024

Principals and school leaders recently gathered for the 25th National Conference of the National Association of Principals and Deputy Principals (NAPD), under the theme of ‘Reimagining Leadership: prioritising school leaders’. Over 700 delegates from across the country assembled to discuss the issues facing our sector, and the findings of our recent Deakin Longitudinal Study of 600 principals and deputy principals, titled ‘Irish Post-Primary School Leaders’ Health and Wellbeing: A Three-Year National Study’.
Unfortunately, the celebratory atmosphere was tempered somewhat by the study’s findings: Burnout, stress, and rising incidents of violence are all on the rise.
Shockingly, female principals are being exposed to levels of violence and bullying sometimes far in excess of their male counterparts.
According to the study, principals and deputy principals are facing almost double the levels of burnout compared to the average healthy working population. The average working week has increased from 48 hours per week to 55 since 2015, a 15 percent increase, while almost 40 percent are now working beyond 55 hours per week. These are not just figures on a page; they represent the daily reality of individuals who are pouring their lives into our schools and students. Many are turning to prescribed medications to deal with anxiety, depression and sleepless nights as a result.
While the profession is inherently challenging, the cumulative effect of mounting responsibilities, and a lack of adequate administrative support, have exacerbated the problem.
School leaders are expected to manage large infrastructure projects, complex EU procurement processes, implement new curriculum initiatives, maintain student safety, ensure compliance with various regulations, and still find time to lead teaching and learning. With each new administrative task shouldered by principals, it becomes and increasingly impossible juggling act, and the cracks are showing.
Any equivalent role in the private sector would be supported by a range of specialist functions, from HR to finance to admin, yet principals are expected to go it alone. As principals take on more roles, their ability to lead effectively diminishes, and while our personal wellbeing also suffers, ultimately it will be our students who lose out in the long run.
One of the most shocking findings of the study is the rise in workplace violence against school leaders, with female principals bearing the brunt of this disturbing trend. According to the study, 33 percent of school leaders report experiencing bullying, while 17 percent have faced threats of violence, and 12 percent have been subjected to physical violence. Even more alarming is that female principals are twice as likely to experience physical violence compared to their male counterparts.
In no other profession would such statistics be acceptable. Yet, for school principals, these incidents are becoming disturbingly commonplace. How can we expect principals to create safe, nurturing environments for students when they are subject to aggression and intimidation on a regular basis?
What we are witnessing is nothing less than a crisis, and it is unsustainable. The Government must recognise the magnitude of the problem and take decisive action to support school leaders, not just through token gestures but through real, meaningful interventions.
One of the most pressing needs is for the introduction of specialist administrative-support officers. Administrative tasks are absorbing more and more of principals’ time, leaving little room to focus on what truly matters: teaching and learning. By alleviating this administrative burden, principals can regain the capacity to lead effectively and reengage with students and staff.
Additionally, there is an urgent need for a formal system to address workplace violence in schools. This includes not only tracking incidents but also providing school leaders with the training and support they need to handle these situations.
As principals and deputy principals, we are problem solvers. We are resilient. But we are also human, and the current situation is pushing many of us to the edge.
If we fail to address this crisis, we risk losing experienced school leaders at a time when we need them the most. The recruitment and retention of principals is already increasingly difficult, and without action, the problem will only worsen. It is time for the government to listen, to act, and to provide the real support that principals need—not just for their sake, but for the sake of the students and staff they serve.
Education is the foundation of our society, and school leaders are its pillars. It is time we started treating them as such.

•  Regina Butler is president of the National Association of Principals and Deputy Principals