Addressing educator wellbeing, especially during menopause: The influence of effective leadership

Lindsey Robertshaw

BA (Hons) Psychology

Abstract

Wellbeing in the workplace is an integral domain within occupational psychology and is significantly impacted by the menopause. Ineffective leadership during the menopause may lead to women being forced to leave employment. While there is an abundance of literature regarding leadership, less is known about how psychology is applied to leadership in the public sector of education to support women employees during the menopause. Investigating wellbeing in the primary education sector, particularly for those experiencing the menopause, highlighted proposals for change. This report concludes that effective leadership in primary school education requires awareness, knowledge and understanding of the individual variance in experiencing the menopause, and this was recognised as a crucial factor in workplace wellbeing.

Introduction

Organisational psychology focuses on evaluating and understanding how employees behave, their attitudes towards work, their performance and how individuals, small groups and organisations function (British Psychological Society [BPS], 2021). Utilising psychological theories, research and knowledge to study issues in the workplace helps identify solutions to leadership issues, team dynamics, the potential for work satisfaction, staff wellbeing and overall effectiveness of employees within organisations (Dolan & Gabel-Shemueli, 2015). Organisational psychology spans numerous domains: assessment at work, training and development, psychological assessment, leadership and motivation, stress and wellbeing at work, ergonomics, organisational change and development (BPS, 2021). It is implemented in organisations of all sizes, including private, public and third sectors. This case study considers public sector primary education, with a focus on effective and supportive leadership to address wellbeing during the menopause (Department for Education (DfE), 2022).

Stress and wellbeing in the workplace are integral domains within occupational psychology, with increased stress levels and wellbeing negatively impacted by the menopause. The occupational psychology domain of wellbeing in the workplace offers theories and concepts that have the potential to render work rewarding and meaningful, thereby potentially averting psychological harm. In a cross cultural study, Chatterjee et al. (2018) and Deiner (1984) suggest subjective wellbeing is cultivated by the individual and how they evaluate their experiences and emotions. Eudaemonic wellbeing describes a psychological state of accomplishment in alignment with one’s personal values (Son & Wilson, 2012). Using self-report questionnaires, both studies found that wellbeing across cultures was linked to an individual’s workplace stress levels, intrinsic motivation, creativity, commitment level and rate of absenteeism (Crede et al., 2007).

Teaching is a profession associated with stress, burnout and anxiety (Ford et al., 2019; Ryan et al., 2017) with 90% of employees feeling unable to approach their manager (Han & Garcia, 2023). Education in England is administered by the United Kingdom’s Department for Education (DfE) and is part of the public sector, employing 222,300 teachers in primary education. 85% of these teachers are women, with 27% of these being over 45 (Department for Work and Pensions (DWP), 2021; GOV. UK, 2022). The menopause is a transitional phase, causing fluctuating hormone levels that potentially result in myriad physical and psychological symptoms, affecting most of this demographic’s lives, including some young people, non-binary, intersex and trans people (DWP, 2021; National Association of Schoolmasters Union of Women Teachers (NASUWT, 2023). The National Health Service (NHS) (2022) recognise that perception, experience and the process of menopause varies across cultures. The majority of women will experience menopausal symptoms with varying levels and durations that may significantly impact wellbeing in the working environment (Griffiths, 2017; Mishra & Kuh, 2006; Verdonk et al., 2022; Wariso et al., 2017). Hot flashes, fatigue, sleep issues, brain fog, anxiety and lack of confidence are some of the recognised symptoms (NHS, 2022; Verdonk et al., 2022) affecting wellbeing (Hickey et al., 2017). Additionally, teaching requires concentration and memory, with both affected during menopause (NHS, 2022). Valuable skills and experience in the sector may be lost as more than one million woman experiencing menopausal symptoms could be forced out of jobs if employers fail to support their wellbeing (Currie et al., 2021; Hill, 2022). Hill (2022) posits that many employees leave work due to anxiety, problems with memory and concentration, headaches, and aches and pains. BUPA found that over 900,000 in the UK left their jobs because of these symptoms (Women and Equalities Committee, 2022). Therefore, leadership plays a significant role in employees’ wellbeing during the menopause.

Much literature focuses on stress and wellbeing in public sector education. Research into how psychology is implemented into effective leadership is significant in the understanding of wellbeing, especially during menopause in the workplace, and is of growing interest (Hardy et al., 2019; Hill, 2022; Jack et al., 2016).

Analysis

Individual psychological capabilities are important in a professional setting. Additionally, recognising and understanding the processes of one’s own psychological functioning in general life experiences can enhance wellbeing (Ryan & Deci, 2000) and has positive links with working life and work outcomes (Sonnentag & Bayer, 2005; Wright & Huang, 2012). A qualitative study in Hungarian schools used the PERMA wellbeing Model (Diener & Seligman, 2002; Seligman, 2018) as a framework. This multidimensional approach posits: Positive emotions, Engagement, positive Relationships, Meaning and Accomplishment contribute to wellbeing. The study demonstrated that employees in school settings correlate wellbeing with internal psychological resources and relationships; with optimism and hope being crucial elements (Kun et al., 2017). A significant relationship between leadership and teacher wellbeing was found when employee opinions were valued, morals recognised, and feedback positive. Individuals with overall positive wellbeing in the workplace logically perform better and flourish (Seligman, 2011). For example, life satisfaction and positive workplace relationships (Chida & Steptoe, 2008), supportive leaders and open communication, equip employees with better coping abilities, reducing workplace stress (Seligman, 2011, 2018). This is in line with Karasek’s (1979) job demand model which illustrates how psychological stressors in the working environment effect the wellbeing of employees (Sparks et al., 2001). This is pivotal to understanding workplace behaviour across cultures and offers insight into how effective leadership strategies are key to wellbeing, supporting retention of employees in education settings, especially during the menopause (Hill, 2022).

Leadership is characterised by the behaviours, decisions and personal qualities cultivated by a leader; correlative with an ability to influence, motivate and empower individuals to contribute effectively to an organisation (Waldman et al., 2006). Meindl et al. (1985) suggest a leader who has minimal contact with an employee may result in failures within an organisation, with the quality of leadership predicting organisational outcomes (Yukl, 2012). Constant changes in the UK educational policy with increasing tasks, legislation and policies and target driven attainment makes the leadership role of headteachers more complex (Hartley, 2007). In addition, The Headteachers’ Standards (DfE, 2020) state the full depth of responsibilities of headteachers as leaders, with an emphasis on upholding a school culture and organisational effectiveness through respecting cultural diversity and individual differences. Owing to an increasingly diverse workforce, practises and procedures need to be more flexible in order to be responsive to individual employee needs, thereby maximising wellbeing (Sparks et al., 2001). With leadership in primary education playing such a substantial role, when it is not effective motivation, retention and wellbeing of employees is logically decreased (Thompson & Vecchio, 2009). The contemporary climate (2023) sees the UK public education sector facing high staff turnover (Bawdon, 2023) with unreasonable leadership cited as one of the factors (Hill, 2022). DfE reforms demand leadership to achieve targets related to high pupil attainment and performance, resulting in heavy workloads for educators, leaving less control in terms of cultivating a healthy working environment (NASUWT, 2023).

Poor leadership result in four times more stress than good leaders; demotivating and disengaging employees, lowering productivity and increasing staff turnover (BPS, 2017). Challenges faced by current school leaders have resulted in lower staff morale, lack of external motivation, lack of trust. These symptoms can be linked to a lack of funding and fast changing pace of contexts for learning (Dhillon et al., 2020). Facets of exceptional leadership are rendered harder to clarify owing to greater regulatory boundaries that implicate autonomy in the school policy landscape. For example, without freedom to decide how to accomplish goals, motivation is decreased. This is explained by self-determination theory, which proposes that autonomy is a basic psychological need required for motivation that a person needs in order to grow and develop (Ryan & Deci, 2006). Similarly, understanding what affects individual employee’s wellbeing, particularly during the menopause, is crucial to effective employee performance (Kun et al., 2017), organisational success (Page & Vella-Brodrick, 2009) and retention of staff (Wright & Huang, 2012). Unapproachable and inadequately trained leaders, with limited knowledge of human behaviour in the workplace may likely negatively affect wellbeing in terms of morale, motivation, engagement and feeling supported with the psychological and emotional changes menopause may bring to an individual (BPS, 2017). Moreover, 90% of employees within public education contexts are reluctant to discuss menopause related issues with their manager, so do not ask for support or adjustments that may be needed (Adie et al., 2021). Consequently, productivity and wellbeing in the workplace may be reduced (Jack et al., 2016).

Nevertheless, when support is available and emotional health is recognised as part of a successful culture of an organisation, job satisfaction levels rise, thereby increasing performance (Montano et al., 2017). However, 2020 proposals to add the menopause as a protected characteristic in The Equality Act (2010) were rejected by the government. 2023 proposals recommend immediate amendment of the Equality Act (2010) to introduce new protected characteristics of menopause, including menopause leave and sick leave for menopause symptoms. Again, these were rejected by the government. However, if an employee is treated unfairly because of menopause related symptoms, this could be classed as discrimination under the three protected characteristics of age, sex and disability (NHS, 2022). This raises an important issue for educational leadership, as menopausal symptoms may compromise employee wellbeing, implicating employment and potentially becoming a costly issue (Jack et al., 2016; Whiteley et al., 2013). Additionally, the Health and Safety at Work Act (1974) extends provision for safe working conditions when employees experience menopausal symptoms. A survey commissioned by UK parliament (2022) reported 900,000 women in the UK left employment because of menopausal symptoms. Therefore, diversity in schools is lessened when this demographic and their valuable skills and experience are lost. If wellbeing during menopause is not effectively dealt with, schools may face resignations, legal disputes (Rayner, 2023) or claims of unfair dismissal under The Equality Act (2010). Health conditions arising from the menopause may be covered by the Act. For example, harassment, direct and indirect discrimination, victimisation and failure to make appropriate adjustment. It is key for leaders to recognise their responsibilities when responding to individual experiences of wellbeing to ensure that the workplace environment does not exacerbate symptoms (DWP, 2021; NASUWT, 2023). These challenges provide opportunities for outstanding leadership that empowers staff (Dhillon et al., 2020).

Psychological contracts are the subjective belief of an unwritten set of expectations and beliefs moulded by an organisation, which centralise employee-employer relationships and predict workplace wellbeing (De Cuyper & De Witte, 2006; Dollansky, 2014; Rousseau,1995, 2004; Van der Smissen et al., 2013). Such contracts vary considerably across workplace cultures. A qualitative study to distinguish how Malaysian and Australian cultures understand individual types of workplace psychological contract found it was pertinent for leaders to have significant comprehension of underlying psychological mechanisms of individual employees to understand and effectively manage psychological contracts (Chan, 2021). If this was not the case, wellbeing would be compromised. This is explained by research conducted in America, where it was found that when beliefs of the employee and leadership do not align, employee motivation is compromised and wellbeing decreases (Dabos & Rousseau, 2004). When translated to the primary school setting, it was found if relationships and exchanges between leadership and teachers were characterised by mutuality and reciprocity, then the psychological contract was strengthened (Dabos & Rousseau, 2004). This highlights the entwined relationship between leadership and employees in predicting the type of psychological contract. It is thus imperative to understand that leadership compliance with psychological contracts moderates educators’ compliance (Bakker & Demerouti, 2007; O’Donoghue et al., 2014; Rousseau & Tijoriwala, 1998).

Educational organisations in the UK traditionally have transactional contracts that are based on long working hours, taking on more responsibility driven by government legislation relating to targets (Sparks et al., 2001). A contemporary study, conducted in primary schools in South Africa, utilised a conformity to psychological contract measurement scale and reinforcing leadership scale to verify links between them. Findings show if leaders fail to empower employees then compliance with psychological contracts are low (Gökyer, 2020). These relationships provide a framework for understanding organisational performance, arising from individual’s psychological processes (Rousseau & Tijoriwala, 1998). O’Donoghue et al. (2014) and Bakker and Demerouti (2007) explain a relational psychological contract is built on trust and indirect emotional attachment through adaptability between the employee and organisation, revealing how the nature of psychological contracts drives employee wellbeing. Leadership support is critical to how employees deal with the detrimental impact menopause may have on wellbeing in the workplace, which may influence productivity, efficacy and job satisfaction (Kopenhager & Guidozzi, 2015). When key issues impacting an organisation are not recognised, for example leaders lacking awareness and knowledge of the physical and mental impact that menopause may have on an employee wellbeing (Stein et al., 2021), then anxiety around communicating issues may develop. Jack et al. (2014) and Judge et al.(2009) highlighted employees were less likely to communicate if the leader was a man, fearing ridicule and stigmatisation. This highlights how leaders supporting employees during the menopause greatly influences the culture of an organisation (Hardy et al., 2017) and how organisational culture is crucial for employee wellbeing (Danna & Griffin, 1999). Time constraints, lack of knowledge and rapid change within education settings are barriers to effective communication. Moreover, when leaders are unaware of concerns then support or adaption at work cannot be implemented (Hardy et al., 2019).

Leadership styles in educational settings can cause organisational problems, impacting employees negatively (BPS, 2017). Additionally, evidence provided by the Office for National Statistics (ONS) (2020) shows the working age of the female population is increasing, therefore addressing needs of older employees is paramount for the economy (DWP, 2015). In addition headteachers have a legal responsibility to support wellbeing during menopause (The Equality Act, 2010). Poor relationships between a leader and an educator can result in ineffective communication (Hargreaves, 2005), and working in an environment offering little support can cause issues with morale, motivation and poor organisational effectiveness (Harris, 2003). When leaders facing changes in the organisation are unwilling to adapt, wellbeing may be compromised (Bal et al., 2013; Nasir et al., 2022).

Proposal

Teachers in primary schools are disproportionately female, therefore addressing wellbeing during the menopause should be a high priority for school leadership (NASUWT, 2023). On one hand, managing menopausal symptoms within the structured life of a primary school teacher is challenging owing to timetables and lack of support staff, with 26.2 pupils per teaching assistant in UK state funded primary schools. On the other hand, effective leadership produces positive change and development, builds effective teams, motivates, inspires, empowers and satisfies unmet needs (Amin et al., 2018; McKimm & McLean, 2020). Moreover, school leadership offering a supportive and inclusive working environment, where physical and psychosocial facets of the working environment are considered (Jack et al., 2016), may mitigate claims of discrimination, increase retention of staff, reduce sickness, remove barriers and help employees to thrive during changing times, through an organisational culture that recognises, supports and addresses wellbeing (BPS, 2017). This not only fulfils legal obligations (The Equality Act, 2010), but moreover, by nurturing a safer and fairer workplace culture for women experiencing and working through the menopause, primary school settings are more likely to retain the skills and talents of experienced employees (Bal et al., 2013). This will result in increased motivation, better teamwork, higher morale and better wellbeing among all staff (NASUWT, 2023). The BPS (2017) propose occupational interventions for employee wellbeing to include effective communication through support from leadership and by creating a culture of disclosure, facilitating open communication channels and swift implementation of menopausal requirements (Hinscliff, 2023) to strengthen employee wellbeing.

Effective primary education leadership

Due to the working conditions within public sector educational settings, collaborative work between employees and leadership is key to providing successful interventions for wellbeing, especially during menopause. This can be achieved through change in leadership style that offers the enhancement of interpersonal and social skills, to thereby retain motivated employees that may prevent poor wellbeing and absenteeism (BPS, 2016). Blank et al. (1990) and Indeed (2023) point out that leaders exhibiting the ability to adjust to a team’s, as well as individuals’ unique requirements increases the motivation and effectiveness of the team. NHS England (2022) exercised these strategies by offering support for NHS employees going through the menopause. They recognised that appropriate support reduced the impact of symptoms on wellbeing, and enhanced effectiveness at work. They found when leadership implemented guidance and support through effective policies, this fostered an open and inclusive culture where people could communicate and be signposted to relevant support. This was found to increase knowledge and normalise behaviour around the menopause. Additionally they implemented menopause support groups, peer networks, wellbeing support, workshops, menopause champions and access to free training which have been found to facilitate discussions as to where adjustments can be made to working practice to help manage wellbeing during menopause. It is important to note that thriving, especially during menopause, through supportive leadership was found to increase moral and wellbeing (Stein et al., 2021), consequently strengthening the psychological contract (Chan, 2021). Research conducted in South African primary schools found the link between leadership behaviour and the psychological contract (Gökyer, 2020; Kocak & Burgaz, 2017) was strengthened by enabling, supportive and empowering leaders, who provided environments that promote colleague social interaction and involvement in decision making, allowing employees to be open and express new ideas, facilitated better wellbeing. However, thematic analysis revealed time barriers and self-prioritisation beliefs, for example, people prioritising information related to themselves compared to others, were barriers to teachers benefiting from wellbeing support (Gearhart et al., 2022). By leaders adopting positive psychological frameworks in UK primary school, for example the PERMA theory (Seligman, 2018), employee wellbeing could be enhanced by developing individuals’ strengths and abilities rather than treating menopause issues negatively (Kun & Gadanecz, 2022). This may increase much needed autonomy (Gearhart et al., 2022) and be a part of wellbeing support. An additional consideration for effective school leadership is offered by Unions such NASUWT, who suggest headteachers building long term wellbeing strategies, offering toolkits and support to minimise stress and increase teachers’ wellbeing; for example, relevant training and seminars to give employees a voice.

Effective communication

Building on employees’ inherent assets and strengths; for example, self-determination, optimism, resilience and psychological capabilities, improves wellbeing (Benevene et al., 2019; Seligman, 2018). This can be achieved by appointing a nominated menopause ambassador to represent employees experiencing menopause (UK Parliament, 2020). This effectively breaks down the stigma surrounding menopause, raises awareness, increases support, and fosters collaborative practice in schools, with the aim of increasing wellbeing (DWP, 2021). However, the hierarchical structure of educational settings may cause drawbacks. For example, slow adaptation to changing needs may be a barrier to engagement in this support (Gearhart et al., 2022). A qualitative study by Hardy et al. (2017) asked menopausal woman about their subjective experience of wellbeing during menopause and communication with leaders. It was identified that proactive headteachers, with knowledge and awareness of the menopause, with an open communication style, facilitated a culture that fostered wellbeing. This echoes research into the impact of leadership during menopause. Bariola et al. (2017), for example, found that having high supervisor support was associated with lower stress and less menopausal symptom reporting and facilitated a culture of open communication channels and discussion without stigma.

Additionally, Fisher (2010) identified wellbeing in the workplace was a dominant element in performance and job satisfaction, fitting into The Transactional Model of Stress. This model assesses the process between individual and environmental factors and psychological and physiological reactivity (Cannon, 1932; Mathur, et al., 2016), therefore highlighting acknowledgment of individual differences is a crucial factor to increased wellbeing in all organisations. In the same vein, the Health and Safety Executive (HSE) (2022) proposed psychosocial factors, individual differences and subjective perceptions are dominant factors of workplace stress and wellbeing.

For example, providing relevant training and support may enhance employee wellbeing (Stein et al., 2021) through opening communication channels. Therefore, broadly assessing risk to health is imperative to wellbeing, including during menopause. The HSE (2022) propose a working environment that upholds a fair, value driven culture and respectful relationships, enables communication, growth, accomplishment and motivation, and protects mental health.

Culture of the school

In addressing workplace wellbeing, organisational culture is a critical driver to promote other practices in the organisation. It has been seen that enhancing staff collaboration and raising wellbeing (Hargreaves, 2019) is related to knowledge sharing behaviour (Suppiah & Singh-Sandhu, 2011). A trusting, open working environment offering employees flexibility with working hours, relaxed dress code, respect to privacy and collaborative, open communication has been found to create a menopause friendly culture (Hardy et al., 2019). Additionally, leadership that promotes a culture of empowerment by implementing; adjustments to the environment, effective menopause policies, engaging employees to become workplace menopause ambassadors, relevant leadership training and raising awareness with all employees (Bal & Kooij, 2011; Griffiths, 2017) creates an inclusive culture. In other words, a holistic approach to employee wellbeing through effective leadership (Jack et al., 2016). It can therefore be surmised that this leads to empowerment, stability and wellbeing of employees. This transformational leadership style inspires employees by challenging them to seek innovative solutions. This elevates motivation and trust, enhancing wellbeing (BPS, 2017; Liu et al., 2010). Hardy et al. (2017) explain that understanding and acceptance of the individual through jointly seeking solutions, encourages self-reliance and autonomy, and promotes collaborative decision making through incorporating using unique personal strengths. It was found that understanding and acceptance can be fostered in primary schools through online support communities and digital health technologies; for example, mindfulness podcasts and menopause forums led by employees (Cronin et al., 2020; Griffiths, 2017; TED, 2022). Nonetheless, it has been seen that competence in mindfulness practice is only developed after many years of focused daily practice (BPS, 2022). However, Siegal (2009) propose mindfulness allows individuals to approach difficult situations in the moment with openness and without judgment having a positive effect on the part of the brain responsible for self-regulation (Csikszentmihalyi & LeFevre, 1989) and stress impulse reaction, enhancing wellbeing (Davidson et al., 2003). This provides evidence of effective ways to support employee’s wellbeing when working within the constraints of classrooms.

The Health and Safety at Work Act (1974) legislation requires employers to assess the risk of poor wellbeing. Similarly, the NASUWT (2023) state that recognising the individual needs of menopausal individuals when implementing workplace risk assessments and policies ensures the working environment will not impact wellbeing negatively. They argue that gender sensitive policies, consistent with statutory provision, should be applied in all workplaces. For example, compassion for individual employee needs as demonstrated by transformational leadership (Liu et al., 2010), such as access to ventilation of classrooms, nearby toilet facilities, access to cold water and to support, enhances employee wellbeing (DfE, 2022). Additionally, applying psychological testing such as the Psychological Wellbeing Scale (Ryff, 1989) and the menopause rating scale (Heinemann et al., 2004) as potential tools to assess symptoms relating to wellbeing by measuring menopause related absenteeism when reviewing sickness levels in organisations (TED, 2022; NHS, 2022) can help leaders develop a better understanding of overall employee wellbeing. However potential issues may arise as social desirability – namely, adjusting a more genuine response for one that is likely to be received more favourably by others – bias may affect the validity of such measures, concealing true opinions (Nederhof, 1985). It is crucial this is understood when addressing and implementing appropriate support. For example, Lanz et al. (2021) argue for the importance of, but challenge of implementing, consistent ethical scales across genders to prevent an irregularity of results because of the potential impact of social desirability on responses.

Conclusion

Investigating wellbeing, predominantly during menopause, in primary education settings and the impact of leadership identified that menopause is experienced globally but presents in many different ways and is strongly influenced by socio-demographic variables (Crede et al., 2007; Gökyer, 2020). Leadership style was seen to be pivotal for addressing wellbeing in the workplace, especially during menopause. Much of the research illustrates there is no one size fits all solution in managing wellbeing as individual differences holds so many variables (HSE, 2022). However, key themes were that effective leadership in primary school education requires awareness, knowledge and understanding of the subjective and individual nature of wellbeing (Hardy et al., 2019). Overarching government legislation instructs policies in the workplace, protecting employees, reducing sickness rates and supporting a gender inclusive public sector workforce in the primary educational sector (GOV.UK., 2023). This leads to the optimistic conclusion that an environment that is openly supportive and inclusive, particularly during menopause, increases employee wellbeing and retains a skilled workforce by transforming the culture of the primary educational setting.

Reflection and strategy development

I have experienced different leadership styles in various educational settings. All headteachers work to The Headteacher Standards (DfE, 2020) but individual differences between leaders and school culture influenced how leadership presented. All leadership styles prioritised mutual respect to form relationships with and between staff. This had positive impact on collaborative working practices with employees and influenced their wellbeing. Zhang et al. (2022) explain that positive interpersonal relationship between leaders and employees involve a relaxed, collaborative and innovative organisational culture. Moreover, complex cultural systems in primary education settings involve norms that guide organisational conduct by prohibiting or encouraging certain behaviour patterns One school headteacher practised a coaching and affiliative leadership approach, which built meaningful and empathetic relationships with employees through varying communication styles, created a positive work culture and strengthened the psychological contract (Mayfield & Mayfield, 2002). Another headteacher drew on employee talent and strengths and utilised them successfully in the organisation. This displayed positive aspirational and inspirational characteristics of outstanding leadership. Moreover, leading by example with an ability to inspire others developed an aspirational culture (Dhillon et al., 2020).

The schools worked within statutory frameworks set out through government legislation to effectively deliver the national curriculum. However, implementing and prioritising policies to include wellbeing during the menopause and adaptation of leadership style will meet the ever-changing needs of individuals and teams and normalise conversations about menopause in the workplace (Budur & Poturak, 2021). Future strategies to enhance wellbeing may be the implementation of evidence based health technologies and menopausal training to the whole workplace. This has been shown to minimise barriers through shared understanding and strengthen the psychological contract (Judge, 2009). Moreover, fostering trust, openness and a sense of affiliation through collective effort, positively impacts the culture within an organisation (Quinn, 1988).

Training days are an integral part of all school leadership. However, it is not a requirement for all staff to attend. Implementation of menopause training to a whole staff team may further strengthen the psychological contract and build meaningful relationships within the organisation. This is substantiated by Bal & Kooji (2011), who identified that a culture where leaders implement appropriate supportive policies and provide appropriate training was crucial to the retention of employees and raised wellbeing. Future strategies in primary educational settings would benefit from leadership promoting optimistic thinking and view menopause as temporary and not strictly a negative experience, which may have positive effects on employee wellbeing (Seligman, 2018).

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