APPENDIX A: INTERVIEW GUIDE

Semi-Structured Interview Questions

Opening Question
1. Can you tell me a little about your role as a year leader and how you came to be in this
position?
Section 1: Understanding the Role
2. How would you describe your role in supporting the teachers on your team?
3. What does a typical day look like for you in terms of interactions with the teachers you
support?
4. How do you know when a teacher on your team might be struggling with their well-
being?
Section 2: Enablers and Support Strategies
5. Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
6. What strategies or approaches do you find most effective when supporting teacher well-
being?
7. What resources or support systems help you in your role as a year leader?
Section 3: Challenges and Barriers
8. What are the main challenges you face in supporting the well-being of teachers on your
team?
9. How does your position between senior leadership and classroom teachers affect your
ability to support teacher well-being?
10. Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Section 4: Personal Impact
11. How does supporting teacher well-being affect you personally and professionally?
12. How do you look after your own well-being while supporting others?
13. What aspects of your role do you find most rewarding, and what aspects do you find most
draining?
Closing Question
14. Is there anything else about your experience as a year leader supporting teacher well-
being that you would like to share?
APPENDIX B: INTERVIEW TRANSCRIPTS
Participant 1
Interview Date: 12 March 2026
Duration: 52 minutes
Context: Year 2 Leader, Urban Primary School, 4 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for about twelve years now, and I became Year 2 leader about
four years ago. It was a natural progression, I suppose. I had always been someone that
colleagues came to for advice, and when the position came up, my head teacher encouraged me
to apply. My role is essentially to lead the Year 2 team, which includes three other teachers and
two teaching assistants. I am responsible for their professional development, ensuring curriculum
coverage, and I suppose the pastoral side of things as well. That is probably the part that has
grown the most over the years. Initially I thought it would be very curriculum focused, but I have
found that a lot of my time is spent on the human side of things.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I would describe it as being a safety net, really. I try to be someone that my team
can come to when things are difficult. The teachers in my team know that they can tell me if they
are struggling, and I will not judge them or immediately go to senior leadership unless we have
agreed that is necessary. I also try to be proactive rather than reactive. I notice things. If someone
is staying later than usual every day, or if they seem quieter in team meetings, I will check in
with them. I think my role is to create an environment where people feel safe enough to admit
that teaching is hard sometimes, because it is hard, and pretending it is not helps no one.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: My day usually starts early. I try to get in about twenty minutes before most of my
team so I can get my own head in order before people start arriving. Then I will go around and
say good morning to everyone, just a quick check in. That is important, I think, just seeing their
faces first thing. Throughout the day, there are informal moments. At break times, I will make
tea and we will sit together. That is often when I hear about what is really going on. There are
also formal meetings, planning sessions, data analysis, that sort of thing. But I think the informal
interactions are where most of the well-being support happens. It is in those quiet moments that
people tell you they are struggling.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I think you develop a sense for it. It is subtle things. Changes in behaviour. One of
my teachers is usually very chatty and upbeat. A few months ago, I noticed she had become very
quiet. She was still doing her work, still meeting deadlines, but she had stopped joining in the
team conversations at lunch. That was my signal. I waited until we had a quiet moment together
and I just asked her if everything was okay. She burst into tears. It turned out there was a lot
going on at home that she had been trying to manage on her own. So for me, it is about noticing
those small changes. You cannot support someone if you do not notice that something is
different.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: The example I just mentioned is a good one. When she told me about what was
happening at home, we sat down and looked at her workload together. I asked her what I could
take off her plate. She was worried about a parent presentation she had to prepare, so I offered to
take that on. I also spoke to the head teacher, with her permission, about flexible start times for a
few weeks so she could manage school drop-offs for her own children. I think the most
important thing was that she did not have to pretend everything was fine. I told her that we were
a team and that she did not have to carry everything alone. She cried again, but I think it was
relief that time. She is doing much better now, and she has said to me that having someone notice
and not make her feel like a burden made all the difference.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: I think consistency is key. If you only check in when there is a problem, people
become wary of you. I try to check in regularly with everyone, even when things seem fine. That
way, when someone is struggling, it does not feel like a big deal to tell you. I also try to be very
clear that I am not going to share things unless there is a safeguarding concern or we have agreed
that we need to escalate. Trust is everything. If teachers do not trust you, they will not tell you
when they are struggling. I also try to model being human myself. I am honest with my team
when I am finding things difficult. I think that gives them permission to be honest too.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I am fortunate that my head teacher is very supportive. She has made it clear that
she sees well-being as a priority, and she backs that up with action. We have a well-being budget
that I can access for things like team lunches or small treats. I also have a good relationship with
the other year leaders in the school. We meet regularly and we share what is working and what is
not. Having that peer support is invaluable because there are things you cannot discuss with
senior leadership, and your team might not understand the pressures from above. The other year
leaders get it. They understand what it is like to be in the middle.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: The biggest challenge is that I am not in control of everything that affects my
team's well-being. I can control the team culture, I can control how I respond to them, but I
cannot control the demands that come from above. When the head teacher announces a new
initiative with a tight deadline, I am the one who has to communicate that to my team, and I see
their faces fall. I try to buffer them as much as I can, but sometimes there is only so much I can
do. I also find it challenging when I know a teacher is struggling but they do not want help.
There is a fine line between being supportive and being intrusive, and I worry sometimes that I
get that balance wrong.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: It is a tricky position. On one hand, it gives me insight into both sides. I understand
why senior leadership makes certain decisions, and I also understand how those decisions land
with teachers. I can translate between the two, which can be helpful. But on the other hand, I am
sometimes caught in the middle. I might agree with my team that a particular initiative is
unrealistic, but I cannot say that openly because I am part of the leadership structure. I have to
find a way to advocate for my team without undermining the leadership. That can be exhausting.
There are times when I feel like I am being pulled in two directions, and I worry that I am not
serving either side well.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a situation last year with a teacher who was really struggling with her
workload. She was coming in at 6am and leaving at 7pm, she was exhausted, and her teaching
was suffering. I tried everything. I redistributed tasks within the team, I spoke to the head teacher
about reducing some of her responsibilities, but there were certain things that were non-
negotiable because of the curriculum requirements. I felt like I was letting her down. I remember
going home one night and just feeling completely helpless. I had done everything I could, but it
was not enough. In the end, she went off on stress leave for three months. I still think about that
sometimes and wonder if there was something else I could have done.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It affects me deeply, to be honest. I care about the people on my team, and when
they are struggling, I take that on. There have been nights when I have lain awake worrying
about someone. Professionally, it has made me think differently about my career. I used to think
I might want to go into senior leadership, but I am not sure anymore. The emotional load of
middle leadership is significant, and I am not convinced I want more of it. But it has also been
rewarding. When that teacher thanked me recently and said she felt she could have coped
without me, I felt a sense of purpose that I do not think I would get from just teaching.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I have had to learn to set boundaries. I used to answer emails at 10pm, and I would
think about work constantly. Now I have a rule that I do not check emails after 7pm. I also have
a good support network outside of work. My partner is very understanding, and I have friends
who are not in education, which helps because we talk about other things. I also try to exercise
regularly. It sounds simple, but going for a run helps clear my head. I have also started seeing a
coach, which has been really helpful for processing some of the emotional aspects of the role.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding aspect is when I see a teacher who was struggling start to
thrive again. That feeling is indescribable. Knowing that something I did, something I said,
helped someone get through a difficult time, that is why I do this job. The most draining aspect is
the constant vigilance. I am always scanning, always looking for signs that someone is
struggling. It is exhausting to be that aware all the time. I also find the lack of clarity draining.
My role is not clearly defined. There is no manual for how to support someone's well-being. I am
making it up as I go along, and sometimes I wonder if I am doing it right.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think people underestimate what year leaders do. We are not just curriculum
managers. We are holding our teams together emotionally. There is a cost to that, and I do not
think it is recognised enough. I love my team, and I am proud of what we have built together, but
I wish there was more support for us. We are supporting everyone else, but who is supporting
us?

Participant 2
Interview Date: 14 March 2026
Duration: 48 minutes
Context: Year 4 Leader, Suburban Primary School, 2 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for eight years. I became Year 4 leader two years ago. It was a
bit unexpected, actually. The previous year leader left suddenly, and I was asked to step in. I did
not feel ready, but I said yes because I thought it would be a good development opportunity.
Looking back, I probably should have waited until I had more preparation. My role is to lead a
team of three teachers and two teaching assistants. We cover Year 4 across the school. I am
responsible for planning, assessment, and the day-to-day running of the year group. But as I have
learned, that is only half of it. The other half is managing people, and that is the part no one
prepares you for.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I would say I am a bit of a buffer. I try to shield my team from some of the
pressures that come from above. There is a lot of pressure in schools at the moment, and I think
my role is to absorb some of that so my teachers can focus on what they do best, which is
teaching. I also try to be approachable. I want my team to feel that they can come to me with
anything, whether it is a work problem or something personal that is affecting their work. I am
not always sure I succeed in that, but I try.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: My day is a mix of formal and informal interactions. We have a team meeting
every morning for fifteen minutes where we go over the day's priorities. That is a formal check-
in. But the more meaningful interactions happen informally. I try to walk around the classrooms
during the day, just popping in to see how things are going. I make a point of having lunch with
my team when I can, though sometimes meetings get in the way. I have also started having one-
on-one catch-ups every fortnight with each member of my team. That has been really useful
because it gives people a dedicated space to talk if they need to.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I look for changes. One of my teachers is usually very organised and on top of
things. A few months ago, I noticed his planning was getting in later than usual and he seemed
more irritable in meetings. I did not say anything straight away because I was not sure if it was
just a bad week. When it continued, I asked him if everything was okay. He told me he was
struggling with some health issues and was worried about taking time off because of the
workload. I think the key is noticing patterns rather than reacting to every small thing. You have
to know what is normal for each person to recognise when something is off.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: The situation I just mentioned. When he told me about his health issues, I helped
him restructure his workload so he could attend medical appointments without feeling like he
was falling behind. I also spoke to the head teacher about getting some cover so he could have a
couple of days to rest. But I think the most important thing I did was just listen. He was carrying
this alone, and I think having someone to talk to who was not going to judge him or make him
feel like he was letting the team down made a difference. He is doing much better now, and he
has said to me that just knowing someone had his back made it easier to get through that period.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: I think listening is the most important strategy. Not trying to fix things
immediately, but just listening and validating what someone is feeling. Teachers are problem
solvers by nature, so my instinct is to jump in and find solutions. But I have learned that
sometimes people just need to be heard. I also try to be consistent. I show up, I check in, I follow
through on what I say I will do. Trust is built through consistency. I also try to share my own
struggles, appropriately. I think it helps when teachers see that I find things difficult too.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I have a good relationship with the deputy head, which helps. She is someone I can
go to when I am unsure about how to handle a situation. I also have a group of year leaders from
other schools that I meet with every few months. That has been really valuable because we share
what is working and what is not. Within my school, I have a teaching assistant who has been in
the school for years and knows everyone. She is an informal source of support and often knows
when someone is struggling before I do.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: Time is a major challenge. I have my own teaching responsibilities, my own
planning, my own marking. Finding time to properly support my team on top of that is difficult. I
often feel like I am doing a half-job in both areas. Another challenge is that I am not always sure
what I am supposed to do. There is no training for this. I have never been taught how to support
someone's well-being. I am learning as I go, and I worry about getting it wrong and making
things worse.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: It is a difficult position. I am part of the leadership team, so I am expected to
implement decisions from above. But I am also a teacher, and I understand the impact of those
decisions on the ground. Sometimes those two things pull in opposite directions. I have had
situations where I have agreed with my team that a decision was unfair, but I have had to present
it to them as if it was reasonable. That feels dishonest, and I think it damages trust. I try to be
honest about my own views while still being professional, but it is a balancing act.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a teacher last year who was going through a difficult divorce. She was
struggling to cope, and her teaching was suffering. I wanted to reduce her workload, but there
were curriculum requirements that meant certain things had to be done by certain deadlines. I
spoke to senior leadership about getting her some support, but they said the budget could not
stretch to extra cover. I felt stuck. I could see she was drowning, and I could not do enough to
help her. In the end, she resigned. I still think about that and wonder if I could have done more to
advocate for her.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It takes a toll. I care about my team, and when they are struggling, I struggle too. I
have had sleepless nights worrying about people. Professionally, it has made me think about
whether I want to continue in leadership. The emotional weight is heavier than I expected. I
thought leadership would be about strategy and curriculum, but it is mostly about people, and
people are complicated. But it has also been rewarding. When I see a teacher who was struggling
start to enjoy their job again, that is a good feeling.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I am not sure I do a very good job of it, to be honest. I am still learning. I try to
switch off when I get home, but I often find myself thinking about work. My partner tells me I
need to be better at separating work and home. I have started going to the gym a couple of times
a week, which helps. I also talk to the other year leaders in my school. They understand what it is
like, and just having someone to offload to makes a difference.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding is seeing my team grow and develop. When I see a teacher
who was struggling with confidence start to trust their own judgement, that is a great feeling. The
most draining is the responsibility. I feel responsible for my team's well-being, but I cannot
control everything that affects it. That sense of responsibility without control is draining. I also
find the constant problem-solving draining. There is always something, always someone who
needs something. It never stops.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think we need more training for this role. You get thrown into it and you are
expected to know how to support people. But it is a skill, like any other. I would have
appreciated some guidance on how to have difficult conversations, how to set boundaries, how to
recognise when someone is struggling. I am learning by doing, but that means I have made
mistakes along the way. I think that is something that could be improved.

Participant 3
Interview Date: 17 March 2026
Duration: 55 minutes
Context: Year 1 Leader, Inner-City Primary School, 5 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for fifteen years. I became Year 1 leader five years ago. I had
been a teacher in the year group for several years, and when the previous leader moved to a
different school, I was offered the role. I felt ready for it. I had been acting as a mentor to new
teachers informally for a while, so it felt like a natural progression. My role involves leading a
team of four teachers and three teaching assistants. Year 1 is a critical year because it is the end
of the Early Years Foundation Stage and the beginning of Key Stage 1, so there is a lot of focus
on transition and ensuring children are on track. But my team's well-being is just as important as
the children's outcomes.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I see myself as a nurturer, honestly. Teaching is a profession that takes a lot out of
you, especially in a school like ours where we have many children with complex needs. My role
is to make sure my teachers feel held, supported, and valued. That means checking in regularly,
noticing when something is off, and being a safe person to talk to. It also means advocating for
them. If I see that my team is being asked to do something unrealistic, I will go to senior
leadership and push back. I think that is an important part of my role.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: My day starts with walking around the classrooms before the children arrive. I go
to each classroom and say good morning. That gives me a sense of how everyone is doing.
Throughout the day, I am in and out of classrooms, supporting as needed. We have a team
meeting once a week where we talk about planning and data, but I also use that time to check in
on how people are feeling. I have an open door policy. My door is always open, and my team
knows they can come to me anytime. Sometimes people come in and just close the door and cry.
I am okay with that. That is part of my role.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I know my team. I have worked with most of them for years. I can tell when
someone is not themselves. It might be that they are quieter than usual, or they are more irritable,
or they are staying late every day. There was a teacher who was usually very calm and patient. I
noticed she was snapping at the children and seemed on edge. I waited until the end of the day
and asked her if she was okay. She told me she was exhausted. She had been staying up late
marking because she felt she was falling behind. I helped her look at her marking practices and
we found ways to be more efficient. Sometimes it is the small things that make a big difference.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: That example is a good one. When she told me about her exhaustion, we sat down
and looked at her workload together. I realised she was marking in a way that was taking far too
long. I showed her some strategies that were more efficient but still gave children the feedback
they needed. I also talked to her about prioritising. Not everything needs to be marked in depth. I
gave her permission to let go of some things. She was worried that the head teacher would notice
if she did not mark everything. I told her I would handle that. I spoke to the head teacher and
explained that we were making adjustments to support her well-being. The head teacher was
supportive. A few weeks later, she was back to her old self. She told me that having someone
notice and step in made her feel like she was not alone.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: I think building trust is the foundation. If your team does not trust you, they will
not tell you when they are struggling. Trust is built over time through consistency, through
showing up, through following through on what you say. I also think it is important to be
proactive, not just reactive. I check in regularly with everyone, not just when there is a problem.
I also try to model vulnerability. I am honest with my team when I am finding things difficult. I
think that gives them permission to be honest too. And I celebrate small wins. Teaching is hard,
and we often focus on what is not going well. I try to notice and acknowledge the good things.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I am fortunate to have a very supportive head teacher. She trusts my judgement and
backs me up when I advocate for my team. I also have a good relationship with the other year
leaders. We meet every week and we share what is happening in our teams. That support
network is invaluable because we understand what each other is going through. I also have a
coach. My school provides coaching for middle leaders, and that has been really helpful for
thinking through difficult situations and processing the emotional aspects of the role.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: The biggest challenge is the structural pressures. We are in an inner-city school
with many children who have high needs. The expectations are high, and the resources are
limited. I can do a lot to support my team's well-being at the team level, but I cannot change the
underlying conditions that cause stress. I also find it challenging when someone is struggling but
does not want to acknowledge it. I have had situations where I knew a teacher was not okay, but
they insisted they were fine. It is hard to support someone who does not want to be supported.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: I am comfortable in that position, but it took time to get there. I have learned to be
a translator. I help my team understand why certain decisions are being made, and I help senior
leadership understand how those decisions land in the classroom. I am not afraid to push back if I
think something is detrimental to my team's well-being. But I also have to be careful. I cannot
undermine senior leadership. I have to find a way to advocate without creating conflict. That is a
skill I have developed over time. It is about being respectful but firm.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a teacher who was struggling with her mental health. She was taking a
lot of time off, and when she was in school, she was struggling to cope. I did everything I could.
I reduced her workload, I got her cover, I checked in with her daily. But she needed more
support than I could provide. She needed professional help. I talked to her about accessing
occupational health, but she was resistant. She was worried that if she admitted how bad things
were, she would be seen as not capable. I felt stuck. I could not force her to get help. In the end,
she went off on long-term sick leave. I felt like I had failed her, but I also knew there was
nothing more I could have done.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It affects me deeply. I carry my team's struggles with me. There have been times
when I have gone home and cried because I was so worried about someone. Professionally, it has
shaped how I see my career. I am interested in going into senior leadership, but I know that
would mean taking on even more of this emotional weight. I am not sure I want that. But it has
also been incredibly rewarding. Knowing that I have made a difference in someone's life, that I
have helped them through a difficult time, that is why I do this job.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I have learned to set boundaries. I do not answer emails after 7pm. I take my lunch
break away from my desk. I have a rule that I do not talk about work after 9pm with my husband.
I also have a strong support network. My friends are not in education, so we talk about other
things. I exercise regularly, which helps clear my head. And I see my coach every month. That is
a space for me to process what is going on without it all landing on my family.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding is seeing my team thrive. When I see a teacher who was
struggling with confidence become confident, that is a wonderful feeling. The most draining is
the emotional labour. It is exhausting to be constantly attuned to how everyone is feeling. I am
always scanning, always thinking about who needs what. That vigilance takes a toll. I also find
the lack of recognition draining. We do so much, and it often goes unnoticed. People see the
outcomes, the data, the lesson observations. They do not see the hours of emotional support that
make those outcomes possible.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think we need to talk more about the cost of caring. There is this expectation that
leaders should be endlessly supportive, that we should always be there for our teams. But we are
human too. We get tired, we get overwhelmed, we need support. There is not enough
acknowledgement of what it takes to be in this role. I love my job, but it is hard. And I think it is
important to say that.

Participant 4
Interview Date: 19 March 2026
Duration: 50 minutes
Context: Year 5 Leader, Village Primary School, 3 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for ten years. I became Year 5 leader three years ago. I had
always been interested in leadership, and I had been doing some additional responsibilities for a
couple of years, so when the position came up, I applied for it. My role involves leading a team
of three teachers and two teaching assistants. We are a small village school, so the year leader
role is quite significant. There is not as much senior leadership capacity as you might have in a
larger school, so year leaders take on a lot of responsibility.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I see myself as a support system. I want my teachers to feel that they have someone
they can rely on. That means being available when they need me, being approachable, and being
practical in my support. I am not naturally a very emotional person, so I focus on practical
solutions. If a teacher is struggling, I want to understand what the problem is and find a way to
solve it. I think that is how I best support my team.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: I am in my classroom most of the day. I teach Year 5, so I am with my own class.
But I make a point of checking in with my team during breaks and at lunch. We have a shared
staff room, so I usually see everyone at some point during the day. I also have a brief team
meeting every morning where we go over the day. I try to make sure I have a quick conversation
with each member of my team every day, even if it is just a few minutes. I think that consistency
is important.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I look for changes in behaviour. One of my teachers is usually very organised and
on top of her planning. I noticed she was submitting her plans later and later, and she seemed
more withdrawn in team meetings. I did not say anything immediately because I wanted to see if
it was just a temporary thing. When it continued for a couple of weeks, I asked her if everything
was okay. She told me she was struggling with some personal issues and was finding it hard to
focus on work. I think the key is knowing your team well enough to recognise when something is
not right.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: With that teacher, I focused on practical support. I asked her what she needed. She
said she was struggling to keep up with her marking because she was so tired. I looked at her
marking load and we found some ways to streamline it. I also spoke to the head teacher about
getting her some cover for one afternoon a week so she could catch up. She was resistant to that
at first because she did not want to seem like she was not coping, but I told her that everyone
needs help sometimes and there was no shame in it. She eventually agreed. She said later that
having someone take the practical pressure off made a huge difference.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: I think being practical is my strength. I am not great at the emotional side of things,
but I am good at solving problems. If a teacher is struggling with workload, I can help them
prioritise. If they are struggling with a particular class, I can observe and give feedback. I try to
focus on what I can do to make their job easier. I also try to be consistent. I check in regularly,
even when things seem fine. That way, when someone is struggling, it does not feel like a big
deal to tell me.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I have a good relationship with the head teacher. She is supportive and trusts my
judgement. I also have a good relationship with the other year leaders. We meet regularly and
share what is happening in our teams. In a small school, you have to rely on each other. I also
have a teaching assistant who is very experienced and often knows when someone is struggling
before I do. She is an informal source of information and support.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: Time is a challenge. I have my own teaching responsibilities, and finding time to
properly support my team is difficult. I often feel like I am doing a half-job in both areas.
Another challenge is that I am not always sure what to do. There is no training for this. I have
never been taught how to support someone's well-being. I am learning as I go, and I worry about
getting it wrong.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: It is a tricky position. I am part of the leadership team, but I am also a teacher.
Sometimes I agree with my team that a decision from senior leadership is unfair, but I have to
implement it anyway. I try to be honest with my team about what I can and cannot do. I cannot
change the decision, but I can help them manage the impact. I think that is the best I can do.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a teacher who was struggling with a very difficult class. She was coming
in early and staying late, and she was exhausted. I tried to help her with behaviour management
strategies. I observed her class and gave feedback. I spoke to senior leadership about getting her
some support. But the class was challenging, and there was only so much I could do. In the end,
she asked to be moved to a different year group. I felt like I had failed her because I could not fix
the situation. But sometimes you cannot fix everything.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It affects me more than I expected. I thought leadership would be about curriculum
and strategy, but it is mostly about people. And people are complicated. I have had sleepless
nights worrying about my team. Professionally, it has made me more interested in leadership. I
think I have a lot to learn, but I find it rewarding to support my team.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I am not sure I do a very good job of it. I tend to just keep going. My wife tells me I
need to be better at switching off. I try to exercise regularly, which helps. I also have a hobby,
gardening, which takes my mind off work. But I think I probably need to do more to look after
myself.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding is seeing my team succeed. When I see a teacher who was
struggling start to enjoy their job again, that is a good feeling. The most draining is the constant
problem-solving. There is always something, always someone who needs something. It never
stops. I also find the responsibility draining. I feel responsible for my team, but I cannot control
everything that affects them.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think we need to be realistic about what year leaders can do. We are not
counsellors. We are not therapists. We are teachers who have taken on additional responsibility.
We can support our teams, but we have limits. I think there needs to be more recognition of those
limits and more support for us.

Participant 5
Interview Date: 21 March 2026
Duration: 53 minutes
Context: Year 3 Leader, Large Primary School, 6 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for fourteen years. I became Year 3 leader six years ago. I had
been a teacher in the year group for several years and I had always been the one that people came
to for advice, so it felt like a natural fit. My role involves leading a team of four teachers and
three teaching assistants. We are a large school, so there is quite a structure. Year leaders meet
regularly with senior leadership, and we are expected to be the link between the leadership team
and the classroom teachers.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I see myself as a champion for my team. I am the one who goes to senior leadership
and says, this is what my team needs. I advocate for them. I also try to create a team culture
where people feel safe to be honest about how they are doing. Teaching is hard, and pretending it
is not helps no one. I want my team to know that it is okay to struggle, and that I will support
them when they do.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: My day is very structured. I have my own class in the morning, so I am teaching.
But I use break times to check in with my team. I go around and see everyone. I ask how they are
doing, not just professionally but personally. I have a team meeting every week where we talk
about planning and data, but I also use that time to check in on well-being. I have started doing
one-to-one meetings with each member of my team every half term, just to have a dedicated
space to talk about how they are doing.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I have learned to notice the signs. Someone who is usually chatty becomes quiet.
Someone who is usually calm becomes irritable. Someone who is usually on time starts coming
in late. It is about knowing your team. I also listen. Sometimes teachers will say things in team
meetings that hint at how they are doing. I try to pick up on those cues and follow up privately. I
think the key is being observant and being willing to have the conversation when you notice
something is off.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: There was a teacher who was going through a very difficult time at home. Her
husband had lost his job, and they were under a lot of financial pressure. She was trying to keep
it together at work, but it was affecting her. I noticed she was becoming more withdrawn and
was making mistakes she would not usually make. I asked her if everything was okay. She broke
down and told me what was happening. I listened. I did not try to fix it. I just listened. Then I
asked her what she needed. She said she needed some flexibility with her hours so she could
support her husband. I spoke to senior leadership and arranged for her to come in later on certain
days. It was a small adjustment, but it made a huge difference to her. She told me later that just
having someone listen and not judge was what she needed most.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: Listening is the most important strategy. Not trying to fix things immediately, but
just listening and validating what someone is feeling. Teachers are problem solvers by nature, so
my instinct is to jump in and find solutions. But I have learned that sometimes people just need
to be heard. I also try to be proactive. I check in regularly with everyone, not just when there is a
problem. I also try to be transparent. I share with my team when I am struggling. I think that
gives them permission to be honest too.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I am very lucky to have a supportive head teacher. She trusts my judgement and
backs me up when I advocate for my team. I also have a great network of year leaders in my
school. We meet every week and we support each other. That is invaluable. I also have a mentor
outside of school, a former head teacher, who I talk to regularly. She helps me think through
difficult situations and process the emotional aspects of the role.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: The biggest challenge is the systemic pressures. There is so much pressure in
schools at the moment. Ofsted, data, curriculum changes. I can support my team at the team
level, but I cannot change the system. I also find it challenging when someone is struggling but
does not want to admit it. I have had teachers who are clearly not okay, but they insist they are
fine. It is hard to support someone who does not want to be supported.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: It is a delicate balance. I am part of the leadership team, so I am expected to
implement decisions from above. But I am also a teacher, and I understand the impact of those
decisions on the ground. Sometimes I have to implement decisions I do not agree with. I try to be
honest with my team about what I can and cannot do. I tell them that I will advocate for them,
but I cannot always change things. I think being transparent about that helps maintain trust.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a teacher who was struggling with her mental health. She had been
signed off work, and when she came back, she was still not really ready. I tried to support her. I
reduced her workload, I checked in with her daily. But she was very fragile, and I was constantly
worried about her. I felt like I was walking on eggshells. I did not know if I was helping or
making things worse. I spoke to the head teacher, and we got occupational health involved. That
was the right thing to do, but I felt like I had failed because I could not support her enough on my
own.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It affects me a lot. I think about my team constantly. I worry about them. There
have been times when I have been on holiday and I have been thinking about whether someone
is coping. Professionally, it has made me a better leader, I think. I understand now that people
are more important than data. But it has also made me question whether I can sustain this long
term. The emotional load is heavy.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I am quite disciplined about boundaries. I do not work weekends unless it is
absolutely necessary. I take my annual leave and I do not check emails. I have a rule that I do not
talk about work at the dinner table. I also exercise regularly, and I have a good group of friends
outside of education who I see socially. That helps me switch off.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding is when I see a teacher who was struggling become confident
again. That is a wonderful feeling. The most draining is the responsibility. I feel responsible for
my team, but I cannot control everything that affects them. That sense of responsibility without
control is exhausting. I also find the constant advocacy draining. I am constantly pushing senior
leadership to consider my team's well-being, and sometimes it feels like I am not being heard.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think we need to be more honest about what this role requires. It is not just about
curriculum and data. It is about people, and people are complicated. There is a lot of emotional
labour involved, and I do not think that is recognised enough. We need better support for year
leaders, because we are supporting everyone else, and sometimes we are running on empty.

Participant 6
Interview Date: 23 March 2026
Duration: 49 minutes
Context: Year 6 Leader, Urban Primary School, 3 years in role

Interviewer: Can you tell me a little about your role as a year leader and how you came to be in
this position?
Participant: I have been teaching for nine years. I became Year 6 leader three years ago. I had
been teaching in Year 6 for a few years, and I was asked to take on the leadership role. Year 6 is
a high-pressure year because of SATs, so the role comes with a lot of accountability. My team
includes three teachers and two teaching assistants. We are responsible for preparing the children
for secondary school, which is a big transition, and also for ensuring they achieve well in the
assessments. But I have learned that if my teachers are not okay, the children will not be okay.
So well-being has become a central focus for me.
Interviewer: How would you describe your role in supporting the teachers on your team?
Participant: I would describe it as being a shield and a support. I try to shield my team from as
much pressure as I can. There is a lot of pressure in Year 6, from senior leadership, from parents,
from the children themselves. I try to absorb some of that so my teachers can focus on teaching. I
also try to be a support. I am available. I check in. I listen. I think my team knows that I have
their back.
Interviewer: What does a typical day look like for you in terms of interactions with the teachers
you support?
Participant: My day is busy. I have my own class, so I am teaching for most of the morning.
But I use break times to check in with my team. I also have a team meeting every morning for
fifteen minutes where we go over the day. That is a formal check-in, but I try to keep it light. I
also have an open door policy. My team knows they can come to me anytime. I have had
teachers come to me after school, in tears, because something has happened. I make time for that.
That is part of my job.
Interviewer: How do you know when a teacher on your team might be struggling with their
well-being?
Participant: I think you develop a sixth sense. I know my team. I know what is normal for them.
If someone is quieter than usual, or more irritable, or if they are staying late every night, I notice.
There was a teacher who was usually very organised and cheerful. I noticed she was becoming
more withdrawn and her planning was getting in later. I asked her if everything was okay. She
told me she was struggling with some family issues. I think the key is being observant and being
willing to have the conversation.
Interviewer: Can you share a specific example of a time when you supported a teacher who was
experiencing difficulties?
Participant: That teacher, the one with family issues. She was trying to juggle everything and it
was getting too much. I sat down with her and asked what she needed. She said she needed to
leave at 3.30pm for a few weeks to manage family stuff, but she was worried about getting her
marking done. I helped her look at her marking load and we found ways to streamline it. I also
told her not to worry about the things that were not essential. I spoke to the head teacher, with
her permission, and we agreed that she could leave on time without any questions. She was so
grateful. She said that just having someone tell her it was okay to not do everything made a huge
difference.
Interviewer: What strategies or approaches do you find most effective when supporting teacher
well-being?
Participant: I think being visible and approachable is key. If you are only around when there is
a problem, people will be wary of you. I try to be around, to check in, to have conversations that
are not always about work. I also try to be honest about my own struggles. I think that gives
people permission to be honest too. And I try to be practical. If someone is struggling, I want to
know what I can actually do to help. Not just listen, but act.
Interviewer: What resources or support systems help you in your role as a year leader?
Participant: I have a good relationship with the deputy head. She is very supportive and she
trusts my judgement. I also have a group of year leaders from other schools that I meet with.
That is really helpful because we can share what is working and what is not. Within my school, I
have a teaching assistant who has been here for years and she is like a radar for when things are
going wrong. She often tells me if someone is struggling before I notice.
Interviewer: What are the main challenges you face in supporting the well-being of teachers on
your team?
Participant: Time is a big challenge. I have my own teaching responsibilities, and finding time
to properly support my team is hard. I often feel like I am spread too thin. Another challenge is
that I am not a counsellor. I am a teacher. Sometimes I feel out of my depth. I am dealing with
people's mental health, and I do not have training for that. I worry about saying the wrong thing
or making things worse.
Interviewer: How does your position between senior leadership and classroom teachers affect
your ability to support teacher well-being?
Participant: It is a tricky position. I am expected to implement decisions from senior leadership,
even when I know those decisions will cause stress for my team. I try to advocate for my team,
to push back when I think something is unreasonable. But sometimes I cannot change things. I
have to find a way to present decisions in a way that minimises the impact on my team. That is a
skill, and it is not always easy.
Interviewer: Can you describe a time when you felt stuck or limited in your ability to support a
teacher?
Participant: There was a teacher who was really struggling with her confidence. She was a new
teacher, and she was getting negative feedback from the head teacher. I tried to support her. I did
observations, I gave her feedback, I spent time with her planning. But the head teacher was
putting a lot of pressure on her, and I could not change that. I felt stuck. I was trying to build her
up, but the pressure from above was tearing her down. In the end, she left teaching. I still wonder
if I could have done more to protect her.
Interviewer: How does supporting teacher well-being affect you personally and professionally?
Participant: It affects me a lot. I take it home with me. I worry about my team. There have been
times when I have been lying awake at night thinking about someone. Professionally, it has made
me think about what kind of leader I want to be. I want to be the kind of leader who supports
people, not just the kind who pushes for results. But that is a choice I have to make every day.
Interviewer: How do you look after your own well-being while supporting others?
Participant: I try to have boundaries. I do not check emails after 7pm. I try to take my full lunch
break. I have a hobby, running, which helps me clear my head. I also have a good support
network. My partner is very understanding, and I have friends who are not in teaching. That
helps because we talk about other things.
Interviewer: What aspects of your role do you find most rewarding, and what aspects do you
find most draining?
Participant: The most rewarding is when a teacher tells me that I have helped them. That is a
good feeling. The most draining is the constant pressure. There is always pressure from above,
and I feel like I am constantly trying to protect my team from it. That is exhausting. I also find
the responsibility draining. I feel responsible for my team, but I cannot control everything that
affects them.
Interviewer: Is there anything else about your experience as a year leader supporting teacher
well-being that you would like to share?
Participant: I think we need to talk more about what year leaders actually do. We are not just
curriculum leaders. We are holding our teams together. We are absorbing pressure, we are
listening, we are supporting. There is a cost to that. I love my job, but it is hard. And I think there
needs to be more recognition of that.

APPENDIX C: PARTICIPANT INFORMATION SHEET

Research Title: Exploring the Lived Experience of Year Leaders in Supporting Primary
School Teachers' Well-Being
Invitation to Participate
You are being invited to take part in a research study. Before you decide whether to participate,
it is important for you to understand why the research is being done and what it will involve.
Please take time to read the following information carefully.
What is the purpose of the study?
This study aims to explore and understand the lived experiences of primary school year leaders
in supporting the well-being of teachers on their teams. The research seeks to provide rich,
descriptive accounts of how year leaders experience their role, the challenges they face, and the
personal impact of this work.
Why have I been invited to participate?
You have been invited because you are currently serving as a year leader in a primary school and
have at least one year of experience in this role. Your insights and experiences are valuable to
this study.
Do I have to take part?
Participation is entirely voluntary. If you decide to take part, you will be asked to sign a consent
form. You are free to withdraw at any time without giving a reason. If you withdraw, any data
you have provided will be removed from the study.
What will happen if I take part?
If you agree to participate, you will be asked to take part in an interview lasting approximately
45 to 60 minutes. The interview will be audio-recorded and later transcribed. You will be asked
about your experiences as a year leader, particularly in relation to supporting teacher well-being.
What are the possible benefits of taking part?
Your participation will contribute to a better understanding of the year leader role, which may
help inform support structures and professional development for year leaders in the future.
What are the possible risks of taking part?
The interview will involve discussing your experiences, which may include challenging or
stressful situations. You are not required to answer any question you are uncomfortable with, and
you may pause or stop the interview at any time.
Will my information be kept confidential?
All information collected will be kept strictly confidential. Your name and the name of your
school will not be used in any reports or publications. Pseudonyms will be used to protect your
identity. Data will be stored securely on password-protected devices and will only be accessible
to the researcher and supervisor.
What will happen to the results of the study?
The results will be written up as part of a dissertation for an MBA programme. Findings may
also be presented in academic publications or conferences. You will not be identifiable in any
such outputs.
Who has reviewed this study?
This study has been approved by the institutional ethics committee.
Contact for further information
If you have any questions about the study, please contact:
Researcher: Mauritz Fensham
Supervisor: Dr. Shankar Subramanian