Category: Blogs and Articles

Ask any Bursar what they need more of, and you’ll likely hear the same answer: time. Not just more hours in the day, but space to think, reflect and lead. As schools navigate increasing financial, regulatory and parental pressures, the ability of a Bursar to act strategically has never been more important. Yet paradoxically, the environment they work in rarely affords them that opportunity. 

Our latest research report, The Art of the Bursar, highlighted this disconnect. While over 80% of Bursars reported having direct responsibility for strategic planning, many told us they struggled to find time for it. The day-to-day volume of operational work is simply too great. For some, the pace has become unsustainable – particularly in smaller schools, where limited internal infrastructure means the Bursar is not only overseeing multiple functions but is also the one doing much of the delivery. 

This is about more than workload. It’s about priorities, structure and the cultural perception of what the Bursar role is for. Perhaps too often, the Bursar is seen primarily as a doer, not a thinker – as the one who keeps the lights on, rather than the one helping shape the path ahead. But our research shows that where Bursars are given space and support to think strategically, the benefits for schools are significant. 

In one focus group, a Bursar shared how they had negotiated a weekly ‘protected thinking time’ agreement with their Head. Another described blocking out an afternoon each fortnight for longer-term planning and leadership development. These may sound like small things – but in the context of relentless operational demands, they represent vital space to lead, not just manage. 

Strategic leadership requires clarity. Yet many Bursars told us that their role had expanded organically rather than intentionally. Tasks are added, responsibilities grow – but the structural or cultural support to match that growth does not always follow. In these cases, Bursars may feel stretched across too many areas, unable to give full attention to any of them. The risk is not just burnout, but strategic drift. 

So how can schools enable more strategic leadership from their Bursar? 

First, define the role clearly. Strategy needs ownership – and that means articulating not just what the Bursar is responsible for, but what they are expected to influence. Job descriptions, team structures, and reporting lines all need to reflect this. 

Second, invest in the team around the Bursar. One person cannot do it all. Where possible, schools should consider creating or enhancing specialist roles in HR, compliance or operations to free up the Bursar’s time and thinking space. 

Third, support the Bursar’s professional growth. In our research, strategic thinking was the number one skill Bursars said they needed to develop further. Yet many said they had limited access to training, coaching or peer support in this area. Coaching, in particular, was cited as a powerful tool – offering space for reflection, clarity and development that many Bursars lack in their daily roles. 

Fourth, involve the Bursar fully in strategic decision-making. This may seem obvious, but it doesn’t always happen in practice. Some Bursars spoke of being excluded from early conversations about school vision, strategy or risk – only to be brought in later to ‘make it happen’. Bringing them in earlier not only improves decisions but also reinforces their role as strategic leaders. 

Finally, culture matters. Schools need to model and champion the idea that strategic work is real work – that time spent reflecting, planning, and influencing is not a luxury, but a necessity. Heads, governors and leadership teams have a role to play in setting this tone. 

The rewards are tangible. Bursars who operate strategically have helped schools diversify income, strengthen governance, improve operational resilience, and lead transformation in digital infrastructure, sustainability and staffing. Their insight is not an add-on – it’s central to future success. 

At RSAcademics, we help schools take a step back. We support leaders in clarifying roles, rethinking team structures, and building the systems and mindsets that allow strategy to flourish. Because we believe strategic capacity is not an accident. It’s a deliberate choice. 

Want to unlock strategic potential in your support leadership? RSAcademics helps schools create the conditions for long-term thinking and innovation. 

Contact us for an informal chat about how we can support you

Download The Art of the Bursar Report

Why should governors be interested in smartphone use in schools? Boards are constantly urged not to interfere in day-to-day management issues and this might seem a classic example of such an issue. However, it is an area where Board oversight is likely to be both necessary and helpful to the school leadership.

The issue has become a hot topic across the world. In the UK, there has been extensive press coverage, including articles by high-profile school leaders expressing divergent opinions. The government has changed its position and much coverage has been given to views expressed by Ofsted, the teaching unions, the Children’s Commissioner and the Princess of Wales. The recently-established Parents Against Mobile Phone Addiction in Young Adolescents (PAPAYA) argues for withholding mobile phones from young teenagers as “it gives young people an extra two to three years of childhood. Time to play, to enjoy each other’s company, and to concentrate on learning and social development without the distraction of constant notifications.”

Such debate is replicated globally, with schools and governments struggling to come to a clear position. A recent article, “Going back in time: the schools across Europe banning mobile phones” focuses on a school in the Netherlands that was previously an outlier and looks at others throughout Europe. It also tells us that more than half the states in the USA now limit the use of mobile phones in schools.

The harms occasioned by mobile phones in schools are numerous: they cause disruption in lessons; they deter sociability in free time; they facilitate access to harmful material; they provide opportunities for bullying; they facilitate cheating of various kinds; they encourage dependence – among many others.

In boarding schools as in family homes, unrestricted access to mobile devices interferes with sleep and encourages the development of online relationships that can be harmful. Many young people are dependent on their phones, unable to ignore notifications and suffer separation anxiety when deprived of them to take an exam.

The discussion is part of a growing emphasis on student wellbeing. There are fascinating insights into the topic in “The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness” by Professor Jonathan Haidt of New York University. His introduction states, “My central claim… is that these two trends – overprotection in the real world and underproduction in the virtual world – are the major reasons why children born after 1995 became the anxious generation.” He calls for and justifies no smartphones before age 14, no social media before 16, phone-free schools and far more supervised play and childhood independence.

Schools increasingly need policies on mobile phone use and these policies require careful consideration of the implications. Where mobile devices have been used as tools for learning, alternative methods will be needed if use is restricted, and thought must be given to how young people are coached to make judgements when they are on their phones unsupervised. Where children are encouraged to interact with each other rather than with their phones, what consideration is given to those socially-isolated children whose apparent interest in their phones can be a defence mechanism? When bullies come offline, what actions are needed to ensure they don’t take to bullying behaviours around school instead – where are the risky areas? Above all, what do we want to encourage students to do in the time and space freed up by limiting access to devices?

Not all schools will wish to implement full bans on mobile phones during the school day in the manner of many others. Boards should be interested in why their school is choosing one approach over the other – a full ban, free access or somewhere between the two – and the evaluation, stakeholder communication and risk assessment that has informed the policy. It is not for governance to set policy, but a board has a legitimate interest in the wellbeing dimension, the implications for the student experience, and other outcomes. They will also be interested in how the reactions of students and complaints from parents will be managed.

One way governors might take an interest is when they visit their school. Where smartphones are permitted, do they see use that it is harmful? Where they are not, what changes do they see in behaviour? One head justified her ban because “(the students) would be heads down and not talking to one another, which made me think we must act now before their brains are completely rewired.” So, are students looking up and engaging? Another head remarked on the consequences of a ban in his school, “since we changed the phone policy we have seen a massive increase in participation. The numbers are phenomenal.” So, do you see a change in co-curricular activities? Another said of her students, “you will quite often see girls playing board games together…. There is no question that they read more now, but they also sit back and talk more.” So, is the Library seeing a resurgence in activity and are common rooms noisier and more sociable?

Whatever line your school has decided to take, it should be of interest to the board. As a governor, you have the same role to support and challenge in this area of school life as in any other – perhaps especially if the decision on how to proceed was difficult or contentious because of the multiplicity of views.

Safeguarding is a crucial responsibility for those involved in governance. It is basic good practice (and a requirement in some countries and in many accreditation systems) to have one member of a governing body with specific safeguarding responsibility, but it is equally clear that safeguarding must be the business of the whole governing body.

The duty of a school and its governing body for safeguarding has arguably even greater importance in international schools that feel a responsibility to adhere to international standards but where local safeguarding provision and agencies are non-existent, inconsistent or inappropriate for the circumstances. The role of the school, with the watchful, informed engagement of the governing body, becomes even more vital.

Governance oversight of safeguarding is essential as a check and balance, to make sure that safeguarding policies and practices are robust and properly resourced and led, and that the leadership is doing what it can to establish an appropriate culture of safeguarding. An informed and trained governing body will also stand alongside the leadership when challenging situations arise – and the rule to remember in safeguarding is that it is when, not if, situations arise.

Governors should usually expect to receive some safeguarding training at the beginning of the school year. This will often be a refresher, an update on changes in law or best practice and an overview of the systems in place in the school. If you are involved in governance and have not received either training or an update, it would be well worth raising the matter. It cannot be said often enough that safeguarding is everyone’s responsibility.

Organisations providing guidance internationally

Safeguarding standards are, of course, a feature of all international accreditation and inspection systems and there are also safeguarding organisations and consultancies whose purpose is to advise international schools. But there are two sector organisations that have been established to raise the standards of safeguarding practice across international schools and to assist schools in maintaining the highest standards in safer recruitment and safeguarding.

The International Task Force on Child Protection (ITFCP) has a mandate “to apply the collective resources, expertise, and partnerships of its members to help international school communities address child protection challenges. Now a coalition of 90+ volunteers, ITFCP includes leaders of international education organizations, school leaders, counsellors and teachers, working collaboratively across professions with law enforcement officials and the medical community.”

ITFCP was established ten years ago under the umbrella of the Council for International Schools (CIS) with six other founding member organisations. It has well-established Safeguarding Standards which are a helpful tool for school self-evaluation.

Earlier this year, ITFCP published a very useful Safeguarding Governance Briefing for International Schools. The Briefing has been written with the wide variety of governance arrangements in international schools in mind. It covers key issues like: providing strategic oversight of safeguarding; appointing a designated safeguarding board member; child protection induction and training; safeguarding as a standing agenda item; reviewing and approving safeguarding policies and the annual report; legal responsibilities, obligations and cultural expectations; code of conduct; safeguarding audits; the board’s role in overseeing management of critical incidents.

Accompanying the Governance Briefing, ITFCP has a Resource Park to support safeguarding governance. This includes an audit checklist that can be used to check alignment with ITFCP’s Expectations of School Communities.

These tools can help governors to understand their safeguarding responsibilities and to inform their conversations with the school’s Designated Safeguarding Lead or equivalent. They should strengthen a school’s overall safeguarding provision and give reassurance to the school’s leadership that the governing body is also well-informed about safeguarding.

British International Schools can get further support from the British International Schools Safeguarding Coalition (BISSC) a “groundbreaking coalition (which) brings together the six UK Government supported and approved British international school associations and The Safeguarding Alliance to focus on and promote an even more joined up approach to safeguarding.” These associations are the Association of British Schools Overseas (AoBSO), British Schools in the Middle East (BSME), the Council of British International Schools (COBIS), the Federation of British International Schools in Asia (FOBISIA), the Latin American Heads Conference (LAHC) and the National Association of British Schools in Spain (NABSS).

Last year, the BISSC Safeguarding Code of Conduct was published. BISSC described this as “a pioneering document (which) represents a major step forward in safeguarding practice – supporting schools in implementing vital policies, reducing risk, and promoting a culture of accountability and continuous improvement. It is our aim that this Code of Conduct will not only raise the standards of safeguarding in schools worldwide but also set a new global benchmark of excellence.” The focus of the Code is on providing evidence of safer recruitment compliance and school workforce onboarding processes and the Code provides a useful tool for board evaluation of both.

It is heartening to find international school boards increasingly tuned in to the importance of safeguarding and safer recruitment. This reflects the emphasis on these areas in accreditation and inspection as well as the sector’s emphasis on wellbeing.

There is now a good deal of safeguarding support available for boards from accreditation agencies, sector associations and the two bodies identified above. The task of embedding a positive safeguarding culture in schools remains as challenging as ever, but the guidance and networks of support available for boards, and for board members with designated safeguarding responsibility, means it is now much less daunting.

Additional Note for Schools following KCSIE Guidance

Keeping Children Safe in Education (KCSIE), issued and updated annually by the UK’s Department for Education (DfE), has been a foundation document for some international standards in safeguarding and child protection and there are many schools – mainly but not only British international schools – that use it to guide their practice.

Governors in schools that use KCSIE in this way should expect to have training at the beginning of the school year about the most recent changes in the guidance.

This year, DfE made only minor technical amendments. Board members who want to know about these amendments in order to discuss them with their Designated Safeguarding Lead, can find a useful update on the NSPCC website.

The absence of significant revisions this year provides an opportunity to consider how the 2024 changes have settled down in schools. The key elements were:

• An expanded definition of safeguarding to cover help and support as soon as problems emerge and protection from maltreatment inside/outside the home, including online.
• Amended early help guidance to reflect the needs of children frequently missing or suspended or with offending parents
• An extended definition of abuse to include the witnessing of it
• A requirement that DSL records should include reasons for decisions
• There was also further data protection guidance arising from Designated Safeguarding Leads’ growing responsibility for students’ safety outside school and especially online.

When we think about school governance, issues like safeguarding, financial oversight, or strategic planning usually top the agenda. Yet in today’s interconnected world, one of the most pressing risks facing international schools is less visible but just as serious: cybersecurity. 

Over the past few years, schools worldwide have increasingly been the target of cyberattacks. From ransomware shutting down entire networks to data breaches exposing sensitive information, the threats are both real and costly. In the UK, for example, the Harris Federation – a group of 50 government funded schools – suffered a ransomware attack that disabled its systems. Although they refused to pay the ransom, restoring their infrastructure cost reportedly cost around half a million pounds. 

Why does this matter to international schools? Because the vulnerabilities are the same everywhere. International schools hold large amounts of sensitive data – from student records and medical details to staff information and financial accounts. Their global profiles, diverse communities, and sometimes less centralised IT structures can make them especially attractive to cybercriminals. 

This is not just a technical issue for IT teams. Cybersecurity is fundamentally a leadership and governance issue. When a breach occurs, the critical decisions – whether to pay a ransom, how to communicate with parents, how to rebuild trust – sit squarely with senior leadership and boards. As one expert put it, governors must “do the thinking before you need it.” 

Board members don’t need to be technical experts, but they do need to ask the right questions of school leadership: 

• Does our school have a cyber risk mitigation strategy? 

• How are we protecting sensitive data, and who is accountable for monitoring this? 

• Have we run through scenarios highlighting what we would do if an attack hit tomorrow? 

• Is cybersecurity embedded in our risk register, with mitigation and insurance in place? 

A breach that exposes personal data or disrupts operations can damage not only the school’s systems but also its standing in the eyes of parents, students, and accrediting bodies. 

Cybersecurity should also be understood in a way that is similar to safeguarding: everyone in the school community has a role to play. Strong passwords, phishing awareness, and safe data practices are cultural habits, not just technical protocols. Boards should be looking for assurance that leaders are embedding this culture across staff and students. 

There is also a governance balancing act to consider: the trade-off between security and accessibility. Systems must be robust enough to keep intruders out, but not so restrictive that they paralyse learning or administration. Boards should be seeking evidence that school leaders are navigating this tension thoughtfully and sustainably. 

Preparation is key. Building relationships with external cyber experts in advance, investing in training for staff, and ensuring that insurance policies are up to date can dramatically reduce the impact of an attack. When an incident occurs, the speed and clarity of the response will determine whether it becomes a temporary disruption or a reputational crisis. 

For board members, the message is clear. Cybersecurity is not optional, and it cannot be delegated away. Asking challenging questions, ensuring strategies are in place, and keeping the issue alive on the board agenda are essential steps to protect students, staff, and the wider community. 

In an age where international schools face as many digital risks as physical ones, boards have a duty to stand guard at the digital gates. 

Three Questions Every International School  Governor Should Ask About Cybersecurity 

1. Risk & Strategy – Does our school have a cyber risk mitigation strategy, and is cybersecurity embedded in our risk register?
2. Accountability & Culture – Who is accountable for cybersecurity at the senior level, and how are staff and students being trained to build a culture of awareness?
3. Preparedness & Response – If an attack happened tomorrow, do we know who would make the key decisions, how we would communicate with parents, and how quickly we could recover?

The role of the Bursar has always carried weight – but in today’s climate, that weight is increasing. As our latest research, The Art of the Bursar shows, Bursars across the UK independent school sector are facing mounting pressures, not just in terms of volume but in the breadth and intensity of the demands placed upon them. 

Financial stress is perhaps the most visible pressure point, in particular with the introduction of VAT on school fees. For many schools, this single policy change threatens to fundamentally reshape their operating models. But the financial challenge is compounded by a range of other operational and strategic issues. Rising payroll costs, inflationary pressures, and long-term affordability concerns have intensified the need for rigorous financial oversight, modelling and scenario planning. 

Yet finance is only the beginning. Bursars must also stay ahead of a rapidly evolving compliance landscape. In our research, compliance and regulation were described as not only one of the fastest-growing areas of responsibility, but also one of the most burdensome. From health and safety and safeguarding, to data protection, charity law, and increasingly complex HR regulation – the Bursar’s portfolio is increasingly regulatory by nature. It’s no surprise that strategic thinking and legal awareness are among the most in-demand skills in the role. 

HR, too, has taken centre stage. Around 80% of Bursars now hold responsibility for HR leadership, often without formal training in the discipline. This includes employee relations, recruitment, contractual and legal risk, wellbeing, and increasingly, the design and leadership of organisational culture. These are sensitive, high-stakes issues that demand emotional intelligence, confident communication, and an ability to hold space in difficult conversations. 

Adding to the complexity is the parental interface. Bursars frequently handle fee-related queries, complaints, and other emotive or contentious issues, including decisions about bursary awards. These interactions can feel more transactional than in the past, as expectations rise and tolerance for ambiguity diminishes. Bursars find themselves not just as financial managers, but as the first line of engagement with increasingly assertive parent stakeholders. 

In our focus groups, many Bursars described the sheer relentlessness of the job. One told us, “It’s not the individual tasks that are hard – it’s the volume, the pace, and the constant shifting of priorities.” Others spoke of firefighting as the default operating mode, with little time left for strategic thinking. This is particularly acute in smaller schools, where limited internal infrastructure means the Bursar carries an extraordinary breadth of responsibility. 

The result is a role defined by urgency, complexity, and – at times – isolation. While most Bursars are deeply committed to their schools and draw meaning and purpose from their work, many expressed concern about sustainability. The report notes that high turnover and burnout are very real risks, especially where expectations are misaligned with capacity or support is insufficient. 

So what can schools do? 

First, they must be realistic about the scope of the role. It’s tempting to add new responsibilities to the Bursar’s remit, especially when internal capacity is limited. But doing so without corresponding adjustments to support, structure, or delegation is not a sustainable model. Schools must review role design carefully – particularly in the wake of new pressures like VAT and compliance growth. 

Second, they must prioritise investment in team capacity. This doesn’t always mean adding new posts. It can also mean upskilling existing staff, clarifying responsibilities, and streamlining reporting lines. Delegation is only possible when those being delegated to are equipped to carry the load. 

Third, schools should explicitly protect time for strategic work. This might mean formalising ‘non-operational’ days, allocating project ownership differently, or simply making it culturally acceptable for the Bursar to step back from day-to-day demands in order to think. Strategic contribution is one of the greatest assets a Bursar brings to a school – but it cannot happen in the margins. 

Finally, support systems matter. Coaching, mentoring, and professional networks all play a role in reducing isolation, building confidence, and enabling sustainable leadership. Our research found that these forms of support are often underused – especially by those who feel pressure to appear entirely self-reliant. 

At RSAcademics, we help schools take a long-term view. That means working with leaders and governors to define realistic expectations, structure effective teams, and build resilient, future-proof roles. Because for schools to thrive, their leaders must too. 

Facing operational overload? RSAcademics helps schools reassess roles, reset priorities, and build capacity for strategic leadership.

Contact us to see how we can support you

Download The Art of the Bursar Report

Why strategy matters now more than ever 

Running a school has always required both courage and care. Yet, as our recent research has shown, the pressures today are greater than ever. The New Art of Headship highlights a sense of “perma-crisis” where financial pressures, parental demands, regulatory change and staff wellbeing all compete for attention. The Art of the Bursar shows Bursars juggling finance, estates, HR, compliance and IT – often with limited internal support. In this climate, a clear and actionable strategy is not just a document to produce; it is the compass that enables a school to navigate uncertainty with purpose. 

The start of a new academic year always brings pressing issues for Heads, Bursars and Governing Bodies. Yet it also offers a valuable chance for senior leadership to pause, step back, and shape the future with confidence. 

Escaping the firefighting trap 

Many school leaders describe their days as a sequence of urgent demands, each one important, each one absorbing. Without a strategic framework, decision-making risks becoming reactive. The remedy is clarity: defining what matters most and using it to filter daily choices.

The challenge for leadership is to move beyond the day-to-day and carve out time for horizon scanning. Strategy offers that pause, creating shared focus and direction for the school community. 

The power of Head-Bursar synergy 

One of the strongest themes across both The New Art of Headship and The Art of the Bursar is that strategy cannot rest on one person alone. The Head brings educational vision; the Bursar provides the operational and financial lens. Together, supported by Governors, they form a leadership triangle capable of balancing ambition with realism. 

This co-leadership is not automatic. It requires trust, clarity of roles and shared ownership of outcomes. Schools that invest in strengthening these relationships create the conditions for effective, collaborative leadership. 

Hearing before steering 

Strategy begins with understanding. Both reports highlight how parental expectations, staff attitudes and pupil wellbeing have shifted in recent years. Parents expect more, staff seek greater transparency, and pupils are increasingly affected by issues of mental health and inclusion. Listening also needs to extend beyond the senior team to include academic and pastoral leads, marketing and admissions, and development. Equally important are external voices – parents, pupils, alumni, partner schools and the wider community. A strategy built without these voices risks being ignored – or worse, resisted. Gathering evidence from stakeholders, whether through surveys, focus groups or informal conversations, gives leaders a foundation for priorities that resonate and endure. 

From vision to frameworks that work 

Vision alone does not change schools; structures and systems do. The Art of the Bursar shows how strategic capacity can be created by rethinking responsibilities, investing in middle management, and aligning governance. The New Art of Headship highlights the need for Heads to delegate more, develop their senior teams and free up time for strategic leadership. 

Schools that succeed in delivering strategy build the right architecture around it: organisational design, financial planning and clear governance frameworks that ensure decisions can be implemented effectively. 

Courage without recklessness 

Both Heads and Bursars report that financial sustainability is the most pressing challenge. VAT on fees, payroll pressures, and declining affordability mean that traditional models cannot simply continue. Schools are experimenting with new income streams, partnerships and digital transformation. 

The best strategies blend prudence with courage. Bold decisions – whether expanding provision, forging partnerships, or investing in new technology – must be grounded in evidence and shaped by community values. 

People first, plans second 

Our research makes clear that leadership today is as much about people as it is about plans. Resilience, emotional intelligence and cultural fluency are repeatedly identified as essential qualities. Strategy cannot succeed if staff feel excluded, pupils feel unheard, or Governors feel sidelined. 

That is why many schools now pay as much attention to the process of delivering strategy – how people are engaged and supported – as to the content of the plan itself. 

Eight steps to turn strategy into action 

Delivering strategy is a journey. From our research and consultancy experience, eight practical steps stand out: 

1. Clarify purpose – Define the core outcomes your school must achieve in the next 3–5 years. 
2. Gather evidence – Combine financial analysis with insight from both your school community and the wider sector. This means listening to parents, pupils, staff and alumni, but also scanning external factors such as market trends, competitor positioning, demographic shifts and regulatory changes. 
3. Align leadership – Ensure Head, Bursar and Governors share ownership of outcomes and priorities. 
4. Choose bold but achievable goals – Stretch thinking, but root it in reality. 
5. Design the architecture – Create structures, roles and financial models to support delivery. 
6. Communicate and engage – Share the story with staff, parents and pupils in language that resonates. 
7. Invest in capability – Support leaders with the skills, coaching and professional development they need to deliver the strategy. 
8. Review and adapt – Keep the strategy alive through regular review and course correction. 

Closing: An Invitation to Act with Confidence 

This academic year will bring both challenge and change. Yet with the right strategy, it can also bring renewal. A strategy built on evidence, co-leadership and courage can unite your community, safeguard your future and enable your pupils to thrive. 

If your leadership team is ready to move from reflection to action, now is the moment. Begin the conversations, gather the insight, and build the structures that will carry your school forward. And when you want an experienced partner to walk alongside you on that journey, RSAcademics is ready to support you. 

One of the most distinctive features of the Bursar role in UK independent schools is the background from which Bursars arrive. According to our recent research, The Art of the Bursar, a striking 90% of current Bursars had no experience working in schools prior to their appointment. That statistic alone sets the education sector apart – rarely is such a senior leadership role filled so frequently by individuals new to the professional context in which they will operate. 

At RSAcademics, we frequently work with senior leaders transitioning into education from careers in the military, finance, corporate sectors, or professional services. They bring a wealth of technical competence and strategic acumen – but entering the school environment requires more than operational skill. It requires a fundamental adaptation of leadership style. 

Independent schools are communities first and foremost. They are values-based, relationship-driven, and deeply influenced by tradition. New Bursars often describe an initial period of cultural acclimatisation: learning unfamiliar language and rhythms, understanding school-specific processes, and – perhaps most significantly – adjusting to a leadership style that relies less on hierarchy and more on influence. 

In interviews for our report, Bursars reflected on how their initial assumptions about the role shifted quickly. Many spoke of having to “unlearn” behaviours from previous roles. Decision-making in schools is often slower, more collaborative, and more dependent on long-term relationships. Building trust with academic colleagues is critical. One Bursar told us, “You have to fall in love with the school. Then everything else follows.” That sentiment was echoed throughout our research. 

The transition isn’t always easy. Some described a sense of isolation in the early months – particularly in smaller schools, where the Bursar may be the only professional lead outside the academic team. But those who thrive do so by immersing themselves in school life. They attend assemblies, go to plays and concerts, take the time to understand pupil journeys. They connect with staff at all levels, gaining not just information, but insight. 

A theme that emerged strongly is that Bursars must balance professional detachment with personal visibility. They are often responsible for decisions that impact people deeply – staffing, budgets, operational changes. Yet to lead effectively, they must also be present, approachable and aligned with the school’s ethos. Striking that balance is not easy, but it’s essential. 

This process of cultural integration – of bridging the gap between professional leadership and educational community – is one of the most underappreciated aspects of the Bursar’s role. Our research suggests it is also one of the most important. Those who succeed in this area often go on to act as connectors across the school: linking support staff and academic teams, aligning operational priorities with educational values, and helping to build a coherent whole. 

For schools, this has significant implications. Supporting new Bursars means more than explaining procedures and policies. It means helping them understand the emotional and cultural landscape of the school. Heads and Chairs of Governors have a critical role to play here. A well-structured induction, meaningful opportunities to observe school life, and early access to coaching or mentoring can make all the difference. 

Equally, it’s vital to ensure that new Bursars are given the space and encouragement to lead authentically. Our research shows that many new Bursars enter the role with strong strategic instincts, but hesitate to assert their voice beyond operational matters. Schools that actively welcome their contribution to broader conversations – on ethos, vision, sustainability – stand to gain significantly. 

This transition also has implications for how we recruit and appoint Bursars. Too often, the selection process focuses narrowly on technical capability. While financial fluency is of course essential, it is the ability to adapt, to build relationships, and to lead with empathy that often defines long-term success in the role. We work with schools to ensure their recruitment processes reflect this broader understanding of leadership. 

At RSAcademics, we believe that cultural fluency is not an optional extra – it’s a core leadership skill. And in schools, it’s one that must be learned quickly. 

Looking to appoint a Bursar, COO or CFO? RSAcademics helps schools recruit and support senior professionals who make a lasting impact. Contact us