How Principals Can Slow Down, and Why They Might Want To​​

By Marie Nelson

How Principals Can Slow Down, and Why They Might Want To, written by Jessica Cabeen, argues that while school leadership often defaults to relentless sprint-driven deadlines, crises, and initiatives, adopting a more deliberate and "slow" pace is the most effective way to achieve lasting institutional change and prevent burnout. A constant state of urgency, though initially exhilarating, eventually leads to exhaustion and the disorientation of not knowing how to maintain a stable rhythm.

The article explains that this addiction to urgency is both psychological and biological, driven by the release of stress hormones that equate busyness with effectiveness. The consequence of prolonged sprinting is burnout, characterized by three dimensions identified by researcher Christina Maslach: emotional exhaustion, depersonalization, and reduced personal accomplishment.

The quiet that follows a sprint often leads to languishing rather than thriving. To combat this, the author introduces three practical strategies for adopting "slow leadership":

1. Reflection over reaction: Reflection is a leadership superpower. Shift from reactive thinking to deliberate decision-making.

2. Presence over productivity: Being fully present signals value and builds trust. 

3. Restoration over relentlessness: Modeling and encouraging recovery rhythms to preserve leadership health and clarity.

The core message is that slowing down is a strategic move, not a surrender. By creating a slower, more intentional pace, principals move past constant firefighting and focus on deepening culture, developing people, and ensuring initiatives stick. This shift protects leaders from burnout and creates a self-sustaining school climate where staff feel valued and stay long-term.

This article is highly relevant to Starling Collaborative’s mission for three key reasons:

1. Validating Strengths-Based Coaching: The article’s emphasis on moving from "fixing" to building on what works aligns with Starling Collaborative’s strengths-based coaching approach. Slow leadership requires introspection and a pause to see existing assets, which is the foundation of a strengths-based model. You cannot lead from your values when constantly reacting to cortisol-fueled urgency.

2. Sustaining Systemic Change: Starling Collaborative's work in building equity-focused, restorative, and trauma-informed schools is complex, foundational, and requires long-term commitment. This process is inherently slow. The article validates SC’s focus on the process of collaboration by arguing that fast, superficial changes will cycle out, while changes developed with reflection and presence will take root and endure.

3. Preventing Burnout in Clientele: Starling Collaborative supports over 2,000 educators and school administrators. The article provides a critical framework for addressing the emotional exhaustion and depersonalization faced by these leaders and teachers. By helping school staff move toward reflection and restoration, Starling Collaborative not only improves school climate, but also provides a vital, necessary intervention to combat burnout, thus supporting staff retention—a major driver of instability in schools.​