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This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school.

This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”.

Our data suggested that this role provided compassion, unconditional positive regard and respect for parents, factors that are frequently absent from research into parent partnerships in education. The role presented as invaluable in tackling the many mental and physical challenges that parents faced in rearing their children, and in providing their children with the best possible chance of success.

This is a single Case Study and, as such, may or may not be representative of similar schools. We also question to what extent the findings demonstrated the strength of this role per se, or whether the impact could simply be the result of a uniquely caring and passionate individual.

We concluded that this was a role needed in all schools, recognising the key role that parents play in their child’s wellbeing, and the indirect impact that parent mental health can have upon their child’s success.

It is vital that this role is not used as an excuse by the government to further reduce the already denuded Social Services landscape within communities. It is also important that this responsibility does not become yet another burden added to already overstretched teaching staff.

This research presents a fresh perspective on the multiple pressures that parents face and how these can impact upon their child's education.

The purpose of this paper, based upon research carried out between a university and a Local Authority (LA) in the Midlands, UK, is to explore the phenomenon of head teachers working collaboratively across clusters of primary schools, or inter-collaboration.

A qualitative case study approach was taken and the data collection methods co-constructed with the participants.

The head teachers were eager to share what they perceived as an overwhelmingly positive collaborative experience. The findings in this paper illustrate perhaps the most significant discovery, i.e. the role that the collaborative clusters can play in offering emotional support to those head teachers involved.

This research was based within a specific LA, so the findings reflect the values manifested there. Quite different results may have been discovered in alternative contexts.

The personal, social and emotional needs of leaders are often overlooked in research whilst focussing upon the support that they offer to others. This paper explores the solitary role that headship can be and the function that supportive, collaborative clusters can provide in filling that emotional void.