The profound privilege and the weighty responsibility of serving as a school principal lies in the depth of the humanity of the role combined with the incredible sense of duty and the complexity of the role’s many moving parts. Independent school principals have been described as CEOs, responsible for strategic oversight and management of learning and teaching, daily operations, finances, risk, resources, communications, stakeholders and culture. A 2008 Australian report described principalship as “the best job in the world with some of the worst days imaginable,” encapsulating the intense reward and intense challenge of the role, which can be simultaneously fulfilling and depleting.

I have appreciated recent invitations to share my advice for aspirant school principals, and to speak about my experience in building contributions and networks beyond my immediate school environment. These opportunities for reflection, coupled with the regular release of research reports and media stories indicating the increasing ill-being of those working in schools, have led me to consider what might be described as ‘professional nourishment’. How do those of us leading in schools fill our cups to build buoyancy and resilience that sustain us as we serve the people in our communities, and navigate significant, serious and sometimes surprising complexities?

Like other people-facing roles in schools, principalship is inherently relational and involves the living of relationships throughout the extensive ecosystem of a school. Deb Dana’s concept of finding ‘glimmers’ in our day to uplift us reminds us to seek out sparks of joy and micro-moments of presence. Those of us working in schools can experience nourishment in our roles as we engage in the many and varied student experiences, community events and lives of students, families and staff. There is satisfaction and pride in witnessing the personal growth and achievements of students, sharing in the triumphs and challenges of families, and working alongside inspiring and dedicated colleagues. A ‘glimmer’ might be a conversation with a child in the yard, a thank you email from a parent, visiting a classroom to see a colleague teach, a conversation with an old scholar, attending a performing arts production or sports game, sharing dinner with the boarders, or witnessing a student or staff member overcome a challenge.

Professional nourishment can also come from deliberate reflection on and intellectual engagement in the work. This blog, for example, provides me with one way to share research, practice and thinking. It also engages me in writing as a practice of clarifying, synthesising and developing my thinking. Writing and podcasting provide unique opportunities to participate meaningfully in local, national and global dialogues around education and leadership. A range of platforms can immerse us in diverse perspectives and enable us to actively contribute to wider educational conversations. Ensuring there is time and space for thought, innovation and intellectual engagement, can help to reconnect us to the strategic direction of our schools and the ‘why’ of what we do.

One worry I have about artificial intelligence is that, while it is trained on human writing and coding, using it as a shortcut to exploring and communicating ideas might reduce our time and capacity to sit with, contemplate, and work through complex ideas. Formal or informal writing can be utilised, not just for its resultant output, but for its process of cognitive working out. When I begin writing, I do not know exactly where a piece will take me. The writing process is focused on internal growth and ‘thinking through’ or ‘thinking out loud’, rather than efficiency and end product. In a recent episode of The Edu Salon podcast I talked about the marination of ideas in the human brain as an important part of how we understand more deeply and move our thinking forward. Quiet reflective practice–in which we take the time to pause, interrogate our assumptions, tease out ideas, and carefully consider experiences–can provide an anchor for us to find clarity in the complexity of our work.

When I think of what is professionally nourishing, there is a special place for professional relationships and networks. I am incredibly grateful for those mentors, peers, colleagues and friends to whom I can reach out. Professional organisations and conferences (such as, in Australian education, AHISA, ACEL, AARE and ICSEI) can provide educators with inclusive communities of practice where ideas are shared, respectfully challenged, and refined in a safe and collegial space. Trusted relationships in which we share and talk through problems of practice, provide meaningful connection and mitigate the isolation of our role.

Those leading in schools can work to sustain ourselves by cultivating meaningful professional relationships, prioritising reflective practice, and actively participating in broader educational networks. Learning and connecting beyond our immediate environments can enhance our practice, enrich our schools, pay forward our expertise into the wider educational landscape, and help to sustain us in our roles.