‘The pressure is astronomical’: Why this WA principal quit her job – and what it can teach us about our schools

Jenny Cole resigned from her position as a principal at a Perth public school after a critical incident involving a student and staff member. The incident occurred during a routine Education Department event where the minister was announcing a new behavior management policy. Cole, who was attending the event, received a call informing her that a nine-year-old boy had seriously injured one of her staff members. The teacher was on her way to the hospital. Cole immediately left the event and returned to her school to address the situation with her team. During a case conference with her staff, Cole decided to resign. At the time, she was also serving as the head of the Western Australia Education Support Principals and Administrators Association. She expressed frustration over the lack of support available to educators. “If I’m not getting any support, then who is?” she recalled thinking. She felt unable to improve the situation further and feared that any decisions she made could negatively affect others. Cole noted that the pressures on schools and teachers have intensified significantly since she left her role. She described the growing stress as akin to a frog in boiling water, gradually increasing until it becomes unbearable. Teachers, she explained, often enter the profession with passion, but the cumulative effect of rising demands has led many to burnout. Currently, teachers and administrators are working an average of 50 hours per week, a level she called unsustainable. The buildup to Cole’s resignation spanned several years. At one point, 11 of the 28 teachers at her school were on workers' compensation. Cole emphasized the emotional toll such situations take on school leaders. As a leader, she must balance compassion for students, staff, and families while adhering to strict policies and procedures. While some improvements have been made, such as better data entry systems and increased support during crises, the overall burden remains overwhelming. Cole now works as a leadership coach, helping educators develop strategies to manage their workload and avoid burnout. She acknowledges that while some individuals choose to leave the profession, others find ways to remain in the field by adjusting their approach. Her message to current teachers is clear: their exhaustion is real, and their sense of overwhelm is justified. She calls for systemic change, urging policymakers to listen to educators and reconsider the structure of educational institutions. Cole pointed to recent changes in National Disability Insurance Scheme (NDIS) funding as exacerbating the challenges faced by schools. These changes, she argued, place additional responsibilities on schools, pushing more pressure onto already strained resources. “A lot of the responsibility for everything to do with kids is being pushed back onto schools,” she said. This shift, she believes, highlights the urgent need to redefine what schools should look like in modern society. West Australian Education Minister Sabine Winton has acknowledged the concerns raised by Cole and other educators. However, specific actions or responses from the government have yet to be detailed. The broader conversation around teacher well-being and institutional reform continues to gain momentum, driven by firsthand accounts like Cole's. As more educators reach their breaking points, the demand for meaningful change grows stronger. The challenge lies in translating these voices into actionable reforms that can alleviate the mounting pressures within the education sector.