Most school leaders in Scotland ‘working over 50 hours a week’
A study found that fewer than 36% of those surveyed said they were positive about becoming a head teacher or recommending headship to others

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Scottish secondary school leaders are working an average of more than 53 hours a week, with many reporting workloads of up to 80 hours, according to a new survey by School Leaders Scotland (SLS).
The survey, which gathered responses from 323 members across all 32 local authorities and the independent sector, found that only 17% of respondents felt they had a good work–life balance. Nearly nine in 10 said they had been unable to take a single uninterrupted 20-minute break during a full pupil week.
Respondents also reported spending over five hours a week on one-to-one support for pupils removed from class, and a further two hours on unplanned cover.
It also found that 61% said they had considered leaving the profession or retiring early within the past two years. Many cited rising pupil needs, unrealistic parental expectations, and increasing responsibilities that extend beyond education, including social care and mental health.
Fewer than 36% of those surveyed said they were positive about becoming a head teacher or recommending headship to others.
It also confirmed that confidence in the Empowering Schools agenda has declined. Fewer than half of respondents said they had appropriate autonomy over staffing or funding decisions, with many noting little change since before the pandemic.
More than half of school leaders said they did not have access to mentoring, coaching, or professional supervision to support their wellbeing.
The conclusion of the report said: “School leaders overwhelmingly feel their wellbeing is overlooked, with
unrealistic expectations and inadequate support systems in place. While individual resilience strategies and strong peer networks offer some relief, the profession remains fundamentally unsustainable without structural reform. Leaders urgently call for realistic workloads, better wellbeing resources, and
improved recognition of the challenges they face.”