Scenarios - Everyone Succeeds

Scenario Finder

Find solutions to the most common challenges school leaders face at every level. Each scenario links directly to the leadership behaviours that can help you overcome them, with a suggested approach and practical next steps.

School leadership is complex and situational. There is rarely a one-size-fits-all answer to the challenges you face. These scenarios help you identify which leadership behaviours are most relevant to a particular situation so that theory translates into practical action.

Each real-world challenge is grouped into one of seven areas and linked to leadership behaviours referenced by their codes (for example, S3, L6, Y2). Whether you are responding to a crisis, developing others, or sustaining improvement, the Scenario Finder helps you to locate the right behaviours quickly and apply them with purpose. The By Career Stage section reorganises the same material by leadership role so you can see which challenges are most likely to arise at different career stages.

Find a scenario to match your challenge

By Scenario challenge

Explore scenarios grouped by the real challenges school leaders face every day, from sustaining culture to navigating difficult conversations to aligning school culture. Get started →

By Career Stage

Discover scenarios relevant to your role and experience, supporting you at your current stage of leadership and helping you prepare for the next step in your career. Get started →

Submit a Challenge

Can’t find what you need? Share your current challenge and we’ll identify the leadership behaviours that can help, then publish a new scenario to support others. Get started →

By Scenario Category

Browse the most common challenges faced by school leaders, grouped into seven core categories. Each scenario links to practical guidance on which leadership behaviours to use, why they matter, and how to apply them in your context.

The scenarios are grouped into seven themes:

Building and Sustaining School Culture. How to embed high standards, shared values, and strong relationships throughout your school community.
Leading and Developing People. How to grow leadership capacity, improve performance, and support colleagues to thrive.
Strategic Direction and Implementation. How to align your school around clear goals, follow through on priorities, and sustain improvement over time.
Personal Growth and Self-Leadership. How to manage your energy, mindset, and habits so you can lead with clarity and resilience.
Navigating Difficult Conversations and Emotions. How to remain constructive, compassionate, and professional during emotionally charged or high-stakes interactions.
Preparing for Progression. How to build the capabilities, confidence, and clarity needed to take the next step in your leadership journey.
Leading Through Complexity and Challenge. How to lead with calm, clarity, and courage when facing high-stakes, unpredictable, or emotionally demanding situations, for example, public criticism and policy conflict to personal burnout or crisis management.

1. Building and Sustaining School Culture

S1.1 Behaviour around the school has become inconsistent across departments
S1.2 Expectations are not being upheld during unstructured times
S1.3 Positive culture is in place, but needs deepening and sustaining
S1.4 New staff are not aligning with school routines or expectations
S1.5 Students are not taking pride in their school environment
S1.6 Staff are tired of ‘new initiatives’ and need renewed belief

2. Leading and Developing People

S2.1 A middle leader is underperforming and not responding to feedback
S2.2 You’ve promoted someone into leadership and want to set them up to succeed
S2.3 Staff are working hard but not collaboratively
S2.4 Team morale is low after a difficult term
S2.5 There’s tension or conflict between members of your team
S2.6 A leader is focused on task, not people and it’s starting to show
S2.7 You want to grow leadership across your team without micromanaging

3. Strategic Direction and Implementation

S3.1 The school is doing too much and needs to focus on the ‘main thing’
S3.2 Your new initiative is met with polite compliance, but little commitment
S3.3 Strategic plans keep drifting as other priorities take over
S3.4 Senior leaders are focused on operations, not long-term improvement
S3.5 You need to prepare the school for Ofsted or an external review
S3.6 There’s a gap between your school values and what’s happening daily
S3.7 It’s time to review or write the next School Improvement Plan

4. Personal Growth and Self-Leadership

S4.1 You are struggling to stay energised or maintain your wellbeing
S4.2 You find it difficult to switch off from work
S4.3 You are reactive rather than deliberate in your leadership
S4.4 You want to build better routines and work habits
S4.5 You are entering a new role and want to grow into it well
S4.6 You are juggling too many tasks and not making progress on what matters
S4.7 You’re aware of an area you want to improve but haven’t made traction

5. Navigating Difficult Conversations and Emotions

S5.1 You need to challenge a colleague without damaging the relationship
S5.2 You feel emotionally drained after repeated tough conversations
S5.3 A parent meeting is likely to be confrontational or emotionally charged
S5.4 You lost your temper or responded poorly and want to rebuild trust
S5.5 There’s a difficult truth that no one is saying out loud
S5.6 A colleague is struggling, and you’re unsure how to support them

6. Preparing for Progression

S6.1 You’re preparing to apply for a senior leadership role
S6.2 You’ve just stepped up into a new role and feel out of your depth
S6.3 You want to avoid the Peter Principle by getting promoted without being ready
S6.4 You want to build the habits now that will help in your next role
S6.5 You want to develop a specific skill or behaviour for promotion
S6.6 You’re mentoring someone aiming for a promotion and want to guide them well

7. Leading Through Complexity and Challenge

S7.1 Responding to public or online criticism of the school
S7.2 Recognising burnout but feeling unable to step back
S7.3 Leading calmly during a school crisis
S7.4 Struggling to embed marginal gains into lasting change
S7.5 Handling staff behaviour that conflicts with school values
S7.6 Sharing difficult or disappointing news with the school community
S7.7 Feeling isolated in your leadership role
S7.8 Navigating policy decisions that clash with school values
S7.9 Managing the narrative after a high-profile student incident
S7.10 Reconnecting with purpose after losing motivation in your role

By Career Stage

Early Career Teacher (ECT)
Focus: classroom practice, confidence, routines, relationships, and culture.

S1.1 Behaviour around the school has become inconsistent across departments
S1.2 Expectations are not being upheld during unstructured times
S1.4 New staff are not aligning with school routines or expectations
S1.5 Students are not taking pride in their school environment
S2.3 Staff are working hard but not collaboratively
S2.4 Team morale is low after a difficult term
S4.1 You are struggling to stay energised or maintain your wellbeing
S4.2 You find it difficult to switch off from work
S4.4 You want to build better routines and work habits
S7.2 Recognising burnout but feeling unable to step back

Teacher with TLR
Focus: leading a small team, modelling consistency, implementing strategy, supporting peers.

S1.1 Behaviour around the school has become inconsistent across departments
S1.3 Positive culture is in place, but needs deepening and sustaining
S1.5 Students are not taking pride in their school environment
S2.1 A middle leader is underperforming and not responding to feedback
S2.3 Staff are working hard but not collaboratively
S2.4 Team morale is low after a difficult term
S2.5 There’s tension or conflict between members of your team
S4.3 You are reactive rather than deliberate in your leadership
S4.4 You want to build better routines and work habits
S4.6 You are juggling too many tasks and not making progress on what matters

Head of Department (HOD)
Focus: consistency, improvement, data, and professional dialogue.

S1.1 Behaviour around the school has become inconsistent across departments
S1.3 Positive culture is in place, but needs deepening and sustaining
S2.1 A middle leader is underperforming and not responding to feedback
S2.2 You’ve promoted someone into leadership and want to set them up to succeed
S2.3 Staff are working hard but not collaboratively
S2.4 Team morale is low after a difficult term
S2.5 There’s tension or conflict between members of your team
S3.1 The school is doing too much and needs to focus on the ‘main thing’
S4.3 You are reactive rather than deliberate in your leadership
S4.6 You are juggling too many tasks and not making progress on what matters

Pastoral Leader (PL)
Focus: consistency, improvement, data, and professional dialogue.

S1.1 Behaviour around the school has become inconsistent across departments
S1.2 Expectations are not being upheld during unstructured times
S1.4 New staff are not aligning with school routines or expectations
S1.5 Students are not taking pride in their school environment
S2.4 Team morale is low after a difficult term
S2.5 There’s tension or conflict between members of your team
S4.1 You are struggling to stay energised or maintain your wellbeing
S5.1 You need to challenge a colleague without damaging the relationship
S5.3 A parent meeting is likely to be confrontational or emotionally charged
S7.5 Handling staff behaviour that conflicts with school values

SENDCo / Inclusion Lead (SEN)
Focus: inclusion systems, collaboration, communication, and advocacy.

S1.2 Expectations are not being upheld during unstructured times
S1.4 New staff are not aligning with school routines or expectations
S1.5 Students are not taking pride in their school environment
S2.3 Staff are working hard but not collaboratively
S2.5 There’s tension or conflict between members of your team
S2.6 A leader is focused on task, not people and it’s starting to show
S4.1 You are struggling to stay energised or maintain your wellbeing
S4.6 You are juggling too many tasks and not making progress on what matters
S5.6 A colleague is struggling, and you’re unsure how to support them
S7.5 Handling staff behaviour that conflicts with school values

Designated Safeguarding Lead (DSL)
Focus: emotional resilience, judgment, systems, and inter-agency leadership.

Senior Leader (SL)
Focus: strategic alignment, communication, consistency, and change leadership.

S1.2 Expectations are not being upheld during unstructured times
S1.4 New staff are not aligning with school routines or expectations
S2.5 There’s tension or conflict between members of your team
S4.1 You are struggling to stay energised or maintain your wellbeing
S4.2 You find it difficult to switch off from work
S4.6 You are juggling too many tasks and not making progress on what matters
S5.3 A parent meeting is likely to be confrontational or emotionally charged
S5.6 A colleague is struggling, and you’re unsure how to support them
S7.3 Leading calmly during a school crisis
S7.9 Managing the narrative after a high-profile student incident

Headteacher / Principal (HT)
Focus: strategy, culture, vision, and resilience.

S1.3 Positive culture is in place, but needs deepening and sustaining
S1.6 Staff are tired of ‘new initiatives’ and need renewed belief
S2.1 A middle leader is underperforming and not responding to feedback
S2.7 You want to grow leadership across your team without micromanaging
S3.1 The school is doing too much and needs to focus on the ‘main thing’
S3.4 Senior leaders are focused on operations, not long-term improvement
S3.5 You need to prepare the school for Ofsted or an external review
S7.1 Responding to public or online criticism of the school
S7.5 Handling staff behaviour that conflicts with school values
S7.6 Sharing difficult or disappointing news with the school community

Executive Leader (EL)
Focus: system leadership, strategy, scalability, and influence.

S1.3 Positive culture is in place, but needs deepening and sustaining
S1.6 Staff are tired of ‘new initiatives’ and need renewed belief
S2.2 You’ve promoted someone into leadership and want to set them up to succeed
S2.7 You want to grow leadership across your team without micromanaging
S3.1 The school is doing too much and needs to focus on the ‘main thing’
S3.4 Senior leaders are focused on operations, not long-term improvement
S3.7 It’s time to review or write the next School Improvement Plan
S7.1 Responding to public or online criticism of the school
S7.8 Navigating policy decisions that clash with school values
S7.10 Reconnecting with purpose after losing motivation in your role

Submit a challenge

Can’t find the answer to your challenge in our scenarios? Share it with us.

Every school leader faces complex, unique challenges, and sometimes the situation you’re dealing with might not appear in our current Scenario Finder. If that happens, we’d love to hear from you.

Submit your challenge using the form below. Describe what you’re facing in your school and what you’re hoping to achieve. We’ll review your submission, map it to the most relevant leadership behaviours, and, where possible, create a new anonymised scenario based on your challenge to help other leaders facing the same issue.

Your contribution helps grow this shared library of practical leadership challenges so that, together, we can make sure everyone succeeds.

All scenarios

Building and Sustaining School Culture.
S1.1 Behaviour around the school has become inconsistent across departments
S1.2 Expectations are not being upheld during unstructured times
S1.3 Positive culture is in place, but needs deepening and sustaining
S1.4 New staff are not aligning with school routines or expectations
S1.5 Students are not taking pride in their school environment
S1.6 Staff are tired of ‘new initiatives’ and need renewed belief

Leading and Developing People.
S2.1 A middle leader is underperforming and not responding to feedback
S2.2 You’ve promoted someone into leadership and want to set them up to succeed
S2.3 Staff are working hard but not collaboratively
S2.4 Team morale is low after a difficult term
S2.5 There’s tension or conflict between members of your team
S2.6 A leader is focused on task, not people and it’s starting to show
S2.7 You want to grow leadership across your team without micromanaging

Strategic Direction and Implementation.
S3.1 The school is doing too much and needs to focus on the ‘main thing’
S3.2 Your new initiative is met with polite compliance, but little commitment
S3.3 Strategic plans keep drifting as other priorities take over
S3.4 Senior leaders are focused on operations, not long-term improvement
S3.5 You need to prepare the school for Ofsted or an external review
S3.6 There’s a gap between your school values and what’s happening daily
S3.7 It’s time to review or write the next School Improvement Plan

Personal Growth and Self-Leadership.
S4.1 You are struggling to stay energised or maintain your wellbeing
S4.2 You find it difficult to switch off from work
S4.3 You are reactive rather than deliberate in your leadership
S4.4 You want to build better routines and work habits
S4.5 You are entering a new role and want to grow into it well
S4.6 You are juggling too many tasks and not making progress on what matters
S4.7 You’re aware of an area you want to improve but haven’t made traction

Navigating Difficult Conversations and Emotions.
S5.1 You need to challenge a colleague without damaging the relationship
S5.2 You feel emotionally drained after repeated tough conversations
S5.3 A parent meeting is likely to be confrontational or emotionally charged
S5.4 You lost your temper or responded poorly and want to rebuild trust
S5.5 There’s a difficult truth that no one is saying out loud
S5.6 A colleague is struggling, and you’re unsure how to support them

Preparing for Progression.
S6.1 You’re preparing to apply for a senior leadership role
S6.2 You’ve just stepped up into a new role and feel out of your depth
S6.3 You want to avoid the Peter Principle by getting promoted without being ready
S6.4 You want to build the habits now that will help in your next role
S6.5 You want to develop a specific skill or behaviour for promotion
S6.6 You’re mentoring someone aiming for a promotion and want to guide them well

Leading Through Complexity and Challenge.
S7.1 Responding to public or online criticism of the school
S7.2 Recognising burnout but feeling unable to step back
S7.3 Leading calmly during a school crisis
S7.4 Struggling to embed marginal gains into lasting change
S7.5 Handling staff behaviour that conflicts with school values
S7.6 Sharing difficult or disappointing news with the school community
S7.7 Feeling isolated in your leadership role
S7.8 Navigating policy decisions that clash with school values
S7.9 Managing the narrative after a high-profile student incident
S7.10 Reconnecting with purpose after losing motivation in your role