Name: David Roberts

Title: Principal

Organisation: Forest Moor School

David is a passionate and experienced education leader, currently serving as Principal of a special school situated in an Area of Outstanding Natural Beauty in the UK. With a commitment to transformative leadership, David has spent the past three years driving innovative approaches to education, particularly through the integration of nature-based learning and mental health support.

Currently completing a PhD, his research focuses on leadership in education and how immersive, nature-based practices can positively impact the well-being and development of children with complex needs. This work reflects his dedication to shaping leadership practices that empower teams, foster inclusion, and create sustainable change within educational communities.

Through a career marked by collaboration and innovation, David remains deeply committed to leading with purpose and inspiring others to embrace education as a force for meaningful societal impact.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope David's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

One of the most challenging aspects of being an educational leader is balancing the immediate demands of day-to-day operations with the need to focus on long-term strategic goals. In education, there is always an urgency to respond—whether it’s supporting students and staff, meeting external accountability pressures, or addressing unexpected challenges. As someone with ADHD, I’ve found this balance even more challenging at times.

The fast-paced nature of leadership often plays to my strengths, such as problem-solving and creative thinking. However, it also requires me to be particularly mindful of staying organised and prioritising effectively, which isn’t always easy. I’ve learned to lean into tools and strategies that help me structure my time and energy, ensuring I can give both the present and the future the attention they deserve.

Introducing new approaches, such as embedding nature-based learning into our curriculum, has been another challenge, especially when it requires shifting mindsets and practices. Leading change can be uncomfortable for some, so I’ve had to focus on building trust, fostering collaboration, and helping others see the value in stepping outside of the familiar.

Finally, advocating for equity and inclusion—especially in a SEND setting—remains a significant challenge in a system that isn’t always flexible or well-resourced. It’s a role that requires persistence, creativity, and a deep sense of purpose.

While these challenges can be demanding, they’ve also shaped my leadership journey and helped me develop strategies to thrive, both personally and professionally.

2. How did you become an Educational Leader? Can you please briefly tell the story?

I didn’t initially set out to become an educational leader. My journey began with a desire to positively contribute to society, which first led me to study forensic science at the undergraduate level and briefly pursue postgraduate studies in law. However, I ‘fell into’ teaching when I took a role as a cover teacher for secondary science—and it was here that I discovered a passion for education.

Leadership wasn’t my first ambition; instead, I was driven by a desire for creative freedom to solve problems in my own way and to encourage others to do the same. This mindset naturally aligned with leadership, and I quickly found myself drawn to roles where I could influence and inspire.

During my second year of teaching, I completed a Master’s in Teaching Leadership, which gave me a deeper understanding of the skills and strategies needed to lead effectively. In my third year, I was fortunate to step into a middle leadership role, focusing on pastoral development. That experience cemented my passion for leadership, particularly in supporting the whole child, beyond academics.

I was later appointed as a Senior Leader for a new SEMH provision, which was a pivotal moment in my career. At the same time, I began my PhD in Business and Economics, focusing on organisational leadership—a decision that continues to shape my practice and philosophy.

These opportunities eventually led to my current role as Principal, where I had the privilege of turning around a failing provision into a truly unique and supportive school. This journey has been driven by a commitment to innovation, inclusion, and the belief that great leadership inspires others to think creatively and strive for meaningful change.

3. How do you structure your work days from waking up to going to sleep?

My mornings are about finding the right balance between enough time to wake up and avoid rushing, while also being present for my family. I wake up early enough to have breakfast with my kids before heading to work. I try to resist the urge to check emails straight away, but sometimes, as a leader, it’s necessary to act promptly on urgent matters to minimise the impact on the team.

Once at work, my priorities are always clear. I start my day by physically writing a to-do list and applying the Eisenhower Matrix to prioritise tasks. This method works well for my neurodivergent processing, and it’s something I’d recommend to anyone looking to stay organised. I then have a semi-informal meeting with my leadership team to share updates and make sure we’re aligned for the day ahead.

The bulk of my day involves a mix of meetings, strategic planning, and being a visible presence in the school—whether that’s supporting staff, engaging with students, or solving problems that arise. I make it a point to be available for my team at the end of the day to offer guidance or check in on any concerns. When I get home, I make sure to separate work from home life by walking the dog. This is a time for me to mentally shift gears before I spend the evening with my family, ensuring that I maintain a healthy work-life balance.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

A recent lesson I’ve learned as a leader came from a leadership event where we were reminded that while we’re all busy, the real question is whether we’re busy for the right reasons—or simply being busy for the sake of it.

This insight really resonated with me and led me to make a few changes in how I structure my time. I started allocating more “blank time” in my calendar, which allows for reflection, adjustments, and focusing on priorities without feeling constantly rushed. I also took a step back to assess what was taking up a significant amount of my time. This reflection helped me identify areas where I was either doing things that didn’t require my direct attention or where I could delegate tasks to others.

It’s easy to get caught up in the day-to-day demands of leadership, but this reminder to assess whether our busyness is purposeful has been invaluable. It’s helped me be more intentional with my time and energy, ensuring I focus on what truly drives impact and supports the growth of the school.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

One book that has had a profound impact on my journey as an educational leader is The Nature Fix by Florence Williams. The book delves into the extraordinary and scientifically proven ways in which nature enhances mental health, creativity, and well-being. It left me inspired and compelled to think about how these principles could shape the experiences of children in my school and influence the way we educate future generations.

As an educator and leader, I believe it is our responsibility to prepare the next generation to take on the stewardship of the planet. The Nature Fix reinforced the importance of embedding nature into education—not just as an occasional activity but as a central part of our vision for learning. By connecting students with the natural world, we’re not only supporting their mental health and development but also fostering a deep respect for the environment and a sense of responsibility for its care.

On a personal level, the book also reminded me of the importance of nature in my own leadership practice. Spending time outdoors enhances my clarity and focus, which in turn helps me lead with greater purpose. It has shaped my ambition to create a school culture where students and staff alike can benefit from the transformative power of nature, empowering them to grow into thoughtful, resilient, and environmentally conscious leaders of tomorrow.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

If I could give one piece of advice to a young educator aspiring to be an educational leader, it would be this: Never stop learning—about yourself, your team, and the communities you serve. Leadership is not just about having the answers; it’s about staying curious and embracing every opportunity to grow. And remember, you can learn just as much from a bad leader as you can from a good one—sometimes even more, though it’s harder to see at the time. Every experience, whether positive or challenging, teaches you something about how you want to lead.

Surround yourself with people who think differently from you and who bring diverse skills and perspectives to the table. Great leadership isn’t about having all the answers yourself but about building a team where everyone’s strengths are valued and differences drive innovation.

Don’t let anyone put you in a box or tell you something can’t be done. True leadership often requires challenging the status quo and thinking creatively to solve problems. Stay true to your purpose and believe in your ability to make a difference, even when the path forward isn’t immediately clear.

Finally, always come back to why you’re doing what you’re doing. For me, that’s about creating opportunities for young people, fostering inclusion, and preparing the next generation to become thoughtful stewards of the world. Knowing your purpose will guide you through even the most challenging moments and help you lead with integrity and passion.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

One meaningful story that comes to mind is from my current role as Principal, where I led the transformation of a failing provision into a truly unique and supportive school. Early in my tenure, I met a student who had been excluded from multiple settings and labeled as “unmanageable.” Beneath their challenging behavior, however, was a bright and capable young person whose potential had gone unrecognised.

We decided to take a completely different approach. By integrating nature-based learning and personalised support into their daily experience, we aimed to connect with their interests and strengths. I vividly remember the first time this student participated in one of our outdoor sessions. Initially hesitant, they gradually became fully engaged, leading their peers in building a complex den. The pride on their face was unforgettable.

As we continued to nurture their talents, it became clear that traditional academic pathways were not the right fit for them. Instead, we worked with the student and their family to identify an apprenticeship that matched their passions for hands-on, practical learning. This opportunity allowed them to thrive in an environment that played to their strengths and gave them the confidence to build a future they were excited about.

This experience was transformative for both the student and me as a leader. It reinforced the importance of challenging traditional approaches, thinking creatively, and always focusing on what’s best for each individual child. It’s a story that reminds me every day why I do what I do: to ensure every young person has the opportunity to succeed in a way that works for them.