Kindness is often misunderstood as a personal trait rather than a core leadership competency - the thinking being that it is based on temperament rather than a leadership strategy.

From this, kindness can often be misread as weakness or a lack of rigour. As accountability intensifies and scrutiny grows, leaders can feel pushed towards more directive or authoritarian styles, believing that kindness slows decision-making.

But this is not the case.

When applied with discipline and purpose, kindness enhances trust and strengthens engagement. It boosts decision‑making and creates psychological safety, allowing people to think clearly and to take risks.

Most importantly, in a sector grappling with burnout, recruitment shortages and rising complexity, kind leadership is not a soft or weak option. It’s a necessity.

Kindness in school leadership

I have experienced unkind leadership, which diminishes rather than develops, and I would not wish the impact on anyone. It shapes how you speak and how much of yourself you feel safe to bring to work.

Unkindness in schools rarely appears as a huge blow-up. It’s more often seen in the micro‑behaviours accumulating over time: the email sent late at night with an implied expectation of a swift response; the staff meeting where contributions are dismissed before being fully heard; the performance conversation that focuses on fault rather than growth. These moments may seem small, but they shape the emotional climate of a school.

When unkindness in schools becomes normalised, staff begin to operate in a continual state of vigilance. They second‑guess themselves and avoid asking questions. They become risk‑averse because the cost of getting something wrong feels too high.

Creativity and collaboration shrink. And work, which is already emotionally demanding, becomes even harder.

Burnout is not simply the result of long hours. It’s the result of long hours spent in environments where people feel undervalued or unsafe. Unkind leadership accelerates decline and erodes trust, and once trust is lost, everything becomes harder.

These experiences taught me exactly what leadership should never feel like, fueling my determination to lead in a way that protects dignity rather than erodes it. This, though, created a question - what does kind leadership actually look like?

In thinking about this, I developed the CHASE framework to put this approach into action: Communication, Honesty, Accountability, Self‑esteem and Managing Ego. These five elements transform kindness into a clear and repeatable practice.

Communication

Kind communication is not about softening or sugarcoating the message; it’s about delivering it in a way that preserves dignity.

Choose timing that supports wellbeing, speak with respect even when the message is difficult, and ensure that feedback is specific and actionable. Staff are more willing to engage when they feel seen rather than judged.

Honesty

Honesty means telling the truth clearly and early, without hiding behind ambiguity.

This might involve explaining the real reason behind a timetable change, acknowledging the limits of available resources or admitting when a decision didn’t land as intended.

When honesty is paired with kindness, staff know they will hear the truth, but they will hear it in a way that honours their professionalism and their humanity.

Accountability

Many assume that being kind means avoiding difficult conversations or lowering expectations. However, accountability is an act of kindness when it is delivered with fairness, clarity and support.

Raise issues clearly, explore any potential barriers with curiosity rather than blame, and agree on next steps collaboratively. You maintain high standards while preserving professional relationships.

Self‑esteem

Kind leadership challenges the behaviour, not the individual. Self‑esteem within the CHASE framework means working with your staff in a way that strengthens confidence rather than erodes it. When leaders preserve self‑esteem, staff remain open, motivated and willing to improve.

Managing Ego

Ego awareness is the most challenging and transformative element of the CHASE framework. It requires leaders to recognise when their reactions are driven by defensiveness or the desire to maintain control.

Ego‑aware leaders listen more than they speak and apologise when necessary. This humility is not a limitation but a powerful and intentional strength.

Why compassion matters now

The challenges that schools face are not easing. Rising needs, increased scrutiny and recruitment pressures demand leaders who can hold compassion and clarity simultaneously.

The CHASE framework makes kindness a disciplined leadership practice - reducing burnout, strengthening retention and building cultures where staff can thrive. Kind leadership isn’t a personality trait; It’s a strategic choice that our schools urgently need.

Joanna Povall is the principal of Wales International School, Abu Dhabi, UAE. She has more than 25 years of leadership in the UK, France and the UAE, and won the Tes International Principal of the Year award in 2024. Her book, Kind Leadership is out now published by Crown House