Whole child, whole teacher: leadership for flourishing primary schools

Kate Adams, Anne Lumb, Jane Tapp, Rachael Paige

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


Whilst the notion of the whole child is well-established within early years and primary education, the related concept of the whole teacher is less well developed. However, it is important to progress understanding of the concept in light of high levels of teacher stress in performance-driven education systems.This paper details an empirical study with five primary schools in England which explored how leaders sustained a focus on the whole child within the context of a performance-driven education system. Specifically, it focuses on data which emerged from the study, identifying the concept of the whole teacher and its important relationship with the whole child and whole curriculum. The paper critiques current conceptions of the whole teacher and proposes a concept which has, at its centre, the recognition of who the teacher is as a person. Implications for leadership and teachers’ education are considered.
Original languageEnglish
Pages (from-to)861-874
JournalEducation 3-13
Issue number7
Publication statusPublished - 17 Sept 2019
Externally publishedYes


  • performativity
  • holistic approaches
  • whole child
  • well-being
  • leadership


Dive into the research topics of 'Whole child, whole teacher: leadership for flourishing primary schools'. Together they form a unique fingerprint.

Cite this