Category: Featured Content

In many schools, the Bursar and the Development Director work in parallel. Both are focused on the future. Both are under pressure. And both are essential to a school’s long-term success. 

But how well do they really understand each other’s worlds? 

Our recent report, The Art of the Bursar, developed in partnership with the Independent Schools’ Bursars Association, offers the most detailed picture yet of how the Bursar’s role is changing. It reveals a profession that is evolving fast, with growing responsibilities, rising expectations and a more strategic remit than ever before. 

While the report doesn’t focus directly on fundraising, its findings have important implications for development professionals. They help us understand the context in which Bursars are working and the conditions they need to succeed. They also highlight the opportunity for closer collaboration between development and bursarial teams. 

The Bursar’s expanding role 

Today’s Bursars are no longer just financial stewards. They are strategic leaders. Most oversee HR, estates, compliance, IT and operations. Many also serve as Clerk to the Governors. Almost all are involved in shaping school strategy. 

The knowledge required has expanded significantly. Legal and regulatory understanding has grown sharply. Strategic thinking is now the most in-demand skill. And resilience and emotional strength are seen as the most important personal qualities. 

Bursars are navigating complexity, managing risk and leading diverse teams. They are also adapting to a sector that many of them joined from outside. In fact, 90% of Bursars surveyed had no prior experience of working in schools before taking up their role. 

This means they are learning to lead in a values-based, relationship-driven environment. One where influence often matters more than authority. Where decisions are shaped by consensus. And where the culture is as important as the numbers. 

The report also highlights the sheer breadth of the role. Bursars are expected to switch rapidly between strategic planning and hands-on problem-solving. One described moving from negotiating a £3 million loan to unblocking a toilet in the same afternoon. Another spoke of writing a strategic plan late into the evening after dealing with a burst pipe and a payroll issue during the day. 

Why this matters for fundraising 

Fundraising doesn’t happen in isolation. It depends on trust, alignment and shared purpose. And that means the relationship between Development and the Bursar matters. 

Here’s why: 

Strategic alignment 
Bursars are central to strategic planning. They understand the school’s financial position, its risks and its priorities. Involving them early in fundraising conversations helps ensure that campaigns are grounded and aligned with the school’s long-term goals. 

Governance insight 
As Clerk to the Governors, many Bursars are closely involved in board-level decision-making. They can help navigate governance processes, shape proposals and ensure that development plans are well understood and supported. 

Operational enablement 
From due diligence on major gifts to compliance with charity law, Bursars play a key role in enabling fundraising to happen. Their support can make the difference between a good idea and a deliverable plan. 

Major donor confidence 
Bursars can also play a vital role in supporting relationships with major donors. Their ability to demonstrate robust financial planning, sound investment management and prudent long-term stewardship helps reassure donors that their gifts will be well used. In conversations with potential benefactors, a Bursar’s insight into the school’s financial strategy can strengthen confidence and reinforce the credibility of fundraising appeals. 

Cultural integration 
The most successful Bursars are those who immerse themselves in school life. They attend events, build relationships and model collaboration. These are the same behaviours that underpin a strong fundraising culture. 

Breaking down silos 

One of the most consistent themes in the report is the need to move beyond silos. In many schools, support functions still operate in isolation. Development, finance, HR and operations each have their own priorities, their own language and their own pressures. 

But the challenges schools face today are too complex for that approach to work. Whether it’s affordability, compliance, staff wellbeing or long-term sustainability, these issues cut across departments. They demand joined-up thinking and shared leadership. 

For development professionals, this means building a strong working relationship with the Bursar. It means understanding their world and inviting them into yours. It means recognising that while you may use different language, you are often working towards the same goals. 

That might involve: 

• Sharing insight into donor motivations and expectations  

• Collaborating on messaging that connects financial need with educational impact  

• Working together to build trust with governors, parents and alumni  

• Creating space for joint planning and shared learning. 

It also means recognising that Bursars are under pressure. Many are managing immense workloads with limited support. In smaller schools, they may be responsible for everything from payroll to plumbing. Finding time for strategic thinking is a challenge. So is finding time for collaboration. 

But when that collaboration happens, the benefits are clear. Schools are more aligned. Campaigns are more credible. And the case for support is stronger. 

The latest IDPE benchmarking data highlights just how significant bursarial engagement can be. In schools with the highest philanthropic income, Bursars are far more likely to be actively involved in development. Among schools raising over £5 million per year, 67% report that their Bursar is involved or very involved in development, compared with only 45% of schools raising under £100,000. This suggests that when Bursars and development teams collaborate closely, the impact on fundraising success can be substantial. 

A shared understanding 

The report shows that effectiveness in school leadership is rarely achieved in isolation. It depends on relationships, shared purpose and mutual respect. That applies as much to fundraising as it does to other areas of school life where the Bursar plays a central role. 

When development and bursarial teams understand each other’s pressures, priorities and perspectives, they are better placed to work together. Not just to raise funds, but to strengthen the school’s long-term sustainability. 

In a sector where complexity is growing and resources are stretched, collaboration is no longer optional. It’s what makes the work manageable, meaningful and more likely to succeed. 

By Heather Styche-Patel, CEO  Every morning many of us check the weather forecast. We know it will not be perfect but we rely on it. It helps us plan, make decisions and carry on with confidence even when the sky looks uncertain. Strategy consultancy, in many ways, works the same way.  Both disciplines start with data. Meteorologists read shifting patterns in pressure and temperature while consultants read shifting patterns in people, policy and behaviour. In both cases the data is abundant but imperfect. The real skill lies in interpretation, in knowing which trends are meaningful and which are simply passing clouds.  At RSAcademics we describe our work as helping schools shape their future. That means bringing clarity where there is complexity and turning information into insight. We combine research, consultation and market analysis with the lived experience of colleagues who have led schools themselves. The outcome is not prediction, it is preparedness. A strategy, like a forecast, does not tell you exactly what will happen but it helps you respond when it does.  Forecasting is never about being right all the time. The most valuable forecast, and the most effective strategy, are those that help people act decisively without false certainty. Both rely on a balance of evidence and judgement. The meteorologist who notices a subtle change in the wind is not unlike the strategist who senses a shift in community mood or public trust. The best insight brings together evidence, experience and the readiness to adjust when the situation demands it. There is also humility in both fields. Weather forecasters talk in probabilities, not promises. Strategy consultants should take the same approach. Schools operate in unpredictable conditions, and the landscape can shift quickly when leadership, policy or demographics change. Accepting that uncertainty is part of the picture does not weaken a plan, rather it strengthens the way people think about it. Acknowledging the uncertainty encourages flexibility, resilience and the habit of returning to decisions as new information emerges. The forecast is not the point. The readiness is.  That is why our consultancy work always begins with listening. Every school we work with faces its own set of challenges and opportunities. Some are seeking to grow or diversify, others are strengthening governance, aligning leadership or building financial sustainability. Whatever the context, our role is to help leaders understand the systems around them and navigate with clarity and purpose. Like a good forecaster, we aim to turn complexity into something actionable.  The heart of strategy, like the heart of weather forecasting, is not control. It is anticipation. You cannot stop the storm but you can make sure the roof is sound and the windows are shut. The task is to prepare the organisation so that when change comes, it is ready to adapt rather than react.  At RSAcademics we are proud to help schools do exactly that, to look ahead, to ask the right questions and to make thoughtful choices that stand up in all conditions. If your school is reviewing its direction, exploring a new opportunity or simply wants to be better prepared for whatever lies ahead, I would be glad to talk: heatherstychepatel@rsacademics.com

Appointing a Head or senior leader has always been one of the most important responsibilities of any governing body. Today, it is also one of the most complex. 

Our research at RSAcademics – including The New Art of Headship and The Art of the Bursar – is based on in-depth interviews with serving leaders and extensive consultation across the sector. This work has given us a longitudinal picture of how roles are evolving and what that means for schools.  

It is research with purpose: we use these insights every day when advising boards and leading search processes. 

The Evolving Role of Heads 

The New Art of Headship revealed how Heads now carry a set of responsibilities that has shifted decisively. 

• Balancing strategy and scrutiny: Governors expect Heads to scope long-term vision while also managing accountability. All schools have had to readjust in the wake of recent changes in taxation. As part of that readjustment, they have had to revise their long-term strategies and forecasts. As such, the ability of the Head to work closely with governors on strategy, and also respond positively to closer scrutiny, has become even more important than it was before.

• Financial leadership: There is a demand for sharper business acumen to navigate tightening budgets and changing market conditions. The Head is expected to take even greater responsibility for ensuring the financial health of the School. As many a Head will testify, this often requires making difficult decisions that may have a profound impact on their school. The difficulty of the decision-making is compounded by a lack of clarity as to how the independent school market will continue to evolve.

• Commercial strategy: Linked to the previous point, Heads are also responsible for leading the drive to build non-core commercial income. A potential income source for some schools might include setting up partner franchise schools overseas. This is a complex and time-consuming process. For some Heads, mergers and acquisitions has become something for them to consider.

• External engagement: Parents, regulators, alumni and the wider community expect greater visibility and responsiveness. Whilst the Head is expected to build relationships with all of these constituencies, there is no doubt that the demands on a Head’s time are considerable. Every Head needs to be able to balance their responsibilities and commitments. They also need to ensure that they have a senior team to whom they can delegate as required.

• Leading with humanity: Sustaining staff morale, wellbeing and inclusivity amid mounting pressures. As part of this process, the Head needs to build professional relationships with their staff on an individual and collective basis. Above all else, regular, clear and effective communication is key.

• Leading with values: Is of as much importance as it ever has been, if not more so. The Head is expected to identify and communicate the School’s values to all constituencies. It is important that those values resonate, especially with the pupils and their parents.

• Educational leadership: In addition to the above, the Head is still expected to be an experienced and thoughtful educationalist. As such, Heads will promote a teaching and learning agenda, they will ensure that pastoral care is of central importance and that the School really does offer a holistic education to every child.

• Compliance: Should not just be box ticking. Central to the Head’s responsibility is to ensure wellbeing of every child and that a culture of safeguarding, as well as health and safety, is established.

These findings have practical implications. In our search processes, for example, we work with governors to design assessments that probe candidates’ financial literacy and ability to engage externally, as well as their educational credentials. Our research confirms what our clients see: the role is broader, more exposed, and ever more demanding. 

The Evolving Role of Bursars 

Our Art of the Bursar study highlighted that leadership of school professional service areas has also changed dramatically. Today’s Bursars are expected to: 

Act as strategic partners to the Head and the governing board.  Amongst other things, they are expected to:

• Lead large, complex operations beyond finance alone.

• Safeguard financial sustainability and risk in uncertain times.

• Work with the Head to develop commercial opportunities.

• Ensure compliance.

• Investigate, alongside the Head, the potential for a merger and/or acquisitions.

Again, we see these realities reflected in our appointments work. Governors increasingly ask us to advise not only on technical financial expertise but also on softer skills: resilience, communication, and the ability to work closely with the Head. Our research equips us to guide these conversations with evidence rather than assumption. 

What This Means for Governing Bodies 

For boards the lesson is clear, leadership appointments cannot be made on precedent alone. It is no longer enough to ask “who has done this before?” The critical questions now are: 

• Can this candidate adapt to a changing and uncertain environment?

• Do they have the resilience to carry the weight of expectation?

• Will they inspire confidence across diverse stakeholders?

• Have they suitable experience to deal with the issues at hand?

• Do they really understand the School’s context?

• To what extent does this candidate have personal and professional substance?

We ensure that what governors learn about the process reflects the realities of leadership today. 

How RSAcademics Supports Governors 

At RSAcademics, every appointment is led by a Senior Advisor – experienced, highly successful former Heads – supported by specialist search consultants. Every Senior Advisor has extensive recruitment experience and is trained in our rigorous approach. This ensures that governors benefit from first-hand leadership insight and robust, evidence-based processes that are continually refined. 

The added value of using RSAcademics is that our appointments practice is informed on an on-going basis by our extensive research programme. Because we track trends in leadership and governance, we can help governors assess candidates not just against yesterday’s expectations, but against the demands of tomorrow. Our research also informs our day-to-day work from structuring candidate briefs, to designing interview tasks and facilitating board discussions. This is what sets our approach apart and differentiates RSAcademics in the market. It is also why so many schools return to us: more than 700 worldwide to date, with the majority of our work coming from repeat clients and recommendations. 

A moment of opportunity 

Leadership appointments can feel daunting, but they are also moments of great opportunity. Using the right process, governors can: 

• Clarify their school’s strategic direction.
• Build stronger alignment within the board.
• Secure a leader who will positively shape the future of the school.

Our research shows how the roles of Heads and Bursars are changing. Our appointments practice puts that research into action. And our commitment is always the same: to help schools appoint leaders who will thrive in their roles and strengthen the communities they serve. 

Find out more 

Among the many complexities of the modern Bursar’s role, one stands out as particularly misunderstood: governance. In our latest report, The Art of the Bursar, we found that around two-thirds of Bursars also act as Clerk to the Governors. In schools with 250–400 pupils, this rises to 75%. On paper, this might appear to be an efficient consolidation of responsibilities. In practice, it introduces a host of challenges and potential tensions. 

Clerking is a demanding job in its own right. It involves administrative precision, compliance awareness, meeting management and policy oversight. When combined with the Bursar’s strategic leadership role, the workload can quickly become overwhelming. But the issue is not simply one of volume – it is one of conflict between two fundamentally different modes of operation. 

As Clerk, the Bursar must support the governance process impartially, ensuring decisions are well-informed, procedurally sound and legally compliant. As a senior leader, the Bursar is also expected to contribute actively to strategic planning, challenge assumptions, and provide direction. Navigating this duality requires fluency in organisational dynamics, deep understanding of school culture, and finely tuned judgement. 

Several Bursars we spoke to described feeling pulled in opposite directions – required to be both neutral facilitator and strategic driver. During key governance periods, such as budget setting or compliance reviews, these tensions can become particularly acute. 

One interviewee told us: “When I’m clerking a board meeting and also answering questions on finance strategy, it can be hard to switch hats. I’m expected to minute the discussion while also helping to lead it.” 

Our findings suggest that the most effective governance arrangements are those where the administrative and strategic aspects of the Clerk role are clearly separated. Some schools have moved to appointing a dedicated governance professional to manage board logistics and statutory obligations. This allows the Bursar to focus on the strategic advisory aspects of governance – bringing insight, clarity, and confidence to the board’s decision-making. 

Advances in technology are also beginning to play a role, with some schools using AI-assisted tools to support the production of accurate, well-structured minutes. This not only reduces the administrative burden but also enables senior staff to focus more fully on their primary strategic responsibilities. 

Typically, the Bursar reports operationally to the Head, with appropriate dotted-line accountability to the Chair of Governors or Chair of Finance for financial matters. However, when acting as Clerk to the Board, the reporting line properly sits with the Chair of Governors, reflecting the Clerk’s distinct responsibility to support the board’s independent function. In schools where a separate Clerk is appointed, that individual may report administratively to the Head or Bursar, with the Chair consulted as appropriate on matters of performance and oversight. 

In schools where separation is not feasible, it becomes even more critical to establish role clarity and mutual expectations between the Bursar, the Head and the Chair of Governors. The leadership triangle – or ‘square’, when the Finance Committee Chair is included – was consistently cited as one of the most influential factors in Bursar effectiveness. 

Where relationships are strong, roles clear and communication open, the governance structure can be a significant enabler. Where they are not, the Bursar’s role becomes more exposed – sometimes untenable. This is particularly true in moments of transition or crisis, where blurred lines can lead to conflict, confusion or decision-making paralysis. 

This dual role also carries a time cost. Many Bursars reported that clerking tasks could consume up to 20% of their working time – particularly in the lead-up to meetings or during governance reviews. That time is often drawn from strategic planning or leadership development. Over time, this limits the Bursar’s ability to contribute effectively to broader school improvement. 

Our recommendation is simple: review the structure. Be honest about what is sustainable. Where the Bursar acts as Clerk, provide administrative support and ensure their strategic contribution is not compromised by procedural responsibilities. 

At RSAcademics, we support schools in reviewing governance structures, clarifying leadership responsibilities, and enabling Bursars to play to their strengths. Because the health of a school’s governance system is often an indicator of the health of its leadership culture. 

Need to rethink your governance model? RSAcademics helps schools optimise governance structures and leadership relationships. 

Contact us to find out how we can support your school’s governance

Download The Art of the Bursar Report

By Martin Collier, Senior Advisor, RSAcademics 

Appointing a Head is one of, if not the most important task that any governing body will undertake. As a Senior Advisor with RSAcademics, what strikes me when working with governors on the appointment of a Head is how much is at stake for the School as well as for the candidates. The appointment process is never just about “finding a Head”. It is about finding the right Head who will be a really good fit for the school in question.

Why governors value external perspective 

The context in which schools are operating is rapidly changing. As a result, the nature of headship and school leadership is also rapidly changing. Whilst many governors will have experience of recruitment, including in education, not too many governing boards will be fully up to speed with the current state of the recruitment market for Heads.

There is also rarely full consensus amongst governors as to what their school needs in terms of the profile of the next Head. Whilst governors will invariably have the very best intentions, emotions, loyalties and internal dynamics can lead to differences of opinions. What we bring as an external partner to an appointment process is objectivity and support. The market expertise provided by an external partner can help minimise risk as well as instil confidence. Having served as a Head of two schools and a governor of quite a few more, as well as working as a Senior Advisor with RSAcademics, my experience is that having an external partner advise a governing body through a recruitment process is invaluable.

Rigour in the process 

One of the things I’ve learned at RSAcademics is just how rigorous a search process is when it is done properly. Behind every appointment is a great deal of unseen work: mapping the market, reaching out discreetly to potential candidates, analysing in depth the School’s needs, producing published materials which ensure that the School is presented in the best light as well as managing a transparent and fair process. Our search consultants play a vital role in this process. They will normally visit the School, often with the Senior Advisor, to gain as much insight about the School as possible. They will also speak at length with governors. Our search consultants and Senior Advisors combine detailed knowledge of the education landscape with an ability to reach and engage suitable candidates who, for one reason or another, might not have otherwise considered applying. Their work helps to ensure that governing bodies get to see the best possible fields of candidates. 

The role of Senior Advisors 

The Senior Advisor helps to lead the appointment process. That means that they guide the governors through each stage, from shaping the brief to final decision-making. My experience in education helps me to serve, with confidence, as a sounding board for governors. It also means that I am confident in offering objective and constructive advice throughout the appointment process. Another important aspect of the Senior Advisor’s role is to thoughtfully probe candidates so as to best understand their leadership style and their values. It is also to engage with governing boards to help them clarify the profile of what they want in their next Head. The blend of process leadership and sector insight that the Senior Advisor can provide helps give governors greater confidence when they come to make weighty decisions. 

The pastoral element 

Of central importance to the search process is the pastoral support offered to all prospective candidates and those who get through to the last rounds of the appointment process. In applying for a headship, every candidate invests not just time but their professional hopes and aspirations. Any such application will also invariably most likely impact on the candidates’ nearest and dearest.

Candidates will have questions; they will also seek advice. It is our job to guide and to nurture candidates through the appointment process, to communicate effectively with them and to be suitably transparent. Every governing body wants to do right by their school community. Our job is to treat candidates with care, fairness and respect, while ensuring that governing boards have the all the information and advice they need to make a choice that will best serve their school. 

Why it matters 

Over the years, I have seen time and time again how the appointment of the right Head can transform a school. Indeed, schools flourish when the Head is the right fit. And whilst the selection process is demanding, governors consistently feedback that, with our support, they feel not only reassured but often empowered to make the final decision. 

That, in the end, is what makes our work so worthwhile. 

Find out more about our approach to leadership appointments

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.