How to train a positive mindset: 6 practical tips for school business managers

For school business managers and other school staff, maintaining a constructive outlook can be difficult when budgets are tight, deadlines collide, urgent requests arrive and the working day rarely goes exactly to plan.

A positive mindset is not about pretending those pressures do not exist. It is about making space to respond rather than react, focusing on what you can influence and using small routines to protect your mental wellbeing.

The Department for Education’s Education Staff Wellbeing Charter emphasises the importance of protecting and promoting the wellbeing and mental health of everyone working in education. The NHS Every Mind Matters service also recommends practical approaches including physical activity, mindfulness, sleep and techniques for managing worries.

These six ideas are simple starting points. They are not a substitute for sensible workload management, supportive leadership or professional help when it is needed, but they can help you build more helpful habits into a busy school week.

1. How can you start the day with a more positive mindset?

How you begin the morning can influence how prepared you feel for the day ahead.

For a busy school business manager, it can be tempting to start checking emails and responding to requests immediately. Where possible, give yourself a short period to prepare before the demands of the day take over.

That might mean sitting quietly with a drink, taking a few slow breaths, eating breakfast or spending five minutes reviewing your planner before opening your inbox.

Try identifying the two or three things that genuinely need your attention that day rather than looking at one long list of everything that needs doing.

You cannot control every unexpected request, staffing problem or last-minute change, but a calmer start can give you a clearer idea of where to focus first.

2. Why can gratitude help you notice what is going well?

When work is particularly busy, problems naturally demand attention. Taking a moment to recognise what is going well can help create some balance.

Try writing down three things you are grateful for or pleased about. They do not need to be significant. It could be a colleague helping with a task, a successful meeting, positive feedback from a parent or simply getting through a difficult job that had been sitting on your list.

Keep the list somewhere easy to revisit, such as in a notebook or on your phone.

The aim is not to ignore difficulties. It is to remind yourself that challenging moments are only part of the wider picture.

3. How can you reframe an unhelpful response?

A difficult email, unexpected invoice or urgent request can easily trigger an immediate negative reaction.

Rather than trying to turn every negative thought into an unrealistically positive one, pause and look for a more balanced response.

For example, instead of:

“I’ll never get everything finished today.”

Try:

“I have more work than I can complete today, so what needs doing first and what can reasonably wait?”

This type of reframing shifts the focus from frustration towards something you can act on.

The NHS includes self-help cognitive behavioural therapy techniques among its practical resources for managing worries and supporting mental wellbeing.

Sometimes the most constructive response is also to ask for help, challenge an unrealistic deadline or recognise that something cannot be solved immediately.

4. Why is staying active useful for mental wellbeing?

Staying active does not have to mean finding time for a lengthy workout in an already packed day.

A short walk at lunchtime, getting outside before or after work, taking the stairs or moving away from your desk between tasks can all help you introduce more activity into your routine.

The NHS identifies physical activity as one of the practical things people can do to support their mental wellbeing.

Activity outside work matters too. Make time for hobbies that help you switch your attention away from school pressures. That could include reading books, playing games, gardening, walking, exercise, creative writing or simply spending time doing something you enjoy.

The important thing is finding something that works for you rather than turning wellbeing into another task that has to be completed perfectly.

5. What does looking after yourself actually involve?

During particularly busy periods, your own needs can quickly move to the bottom of the list.

Looking after yourself can start with very ordinary things: eating regularly, keeping a water bottle nearby, taking proper breaks where possible, getting enough rest and creating some separation between work and home.

Sleep is particularly important for how we feel and function during the day. NHS guidance notes that ongoing poor sleep can affect mood, concentration and our ability to cope with everyday tasks.

It is also worth remembering that self-care cannot fix an unmanageable workload. If pressure is becoming persistent, raising concerns and seeking appropriate support is just as important as developing healthy routines.

6. How can supporting others strengthen your own sense of wellbeing?

School communities work best when people support one another.

Helping somebody else does not have to involve a major commitment. It might be checking in with a colleague after a difficult day, sharing knowledge with somebody new to the role, thanking someone who has helped you or offering practical support when another member of the team is under pressure.

Outside school, volunteering or becoming involved in your local community can also provide another sense of connection and purpose.

Support should work both ways. Being willing to help others is valuable, but so is allowing colleagues to support you when you need it.

A positive school community is not one where everybody manages alone. It is one where people feel able to speak up, ask for help and recognise each other’s contribution.

What should school staff avoid when trying to think positively?

One of the biggest mistakes is believing that having a positive mindset means you should always feel positive.

It does not.

School staff face genuine pressures, and frustration, disappointment and worry are normal reactions when things become difficult. Trying to force those feelings away can make positive thinking feel unrealistic or unhelpful.

Instead, focus on what is within your control. Acknowledge the problem, decide whether there is a practical next step and recognise when you need help from somebody else.

Positivity should provide perspective, not pressure.

How can GLS support a calmer school working day?

GLS works with schools every day and understands how many practical tasks sit behind a smoothly running school.

Having reliable routines, organised processes and straightforward access to everyday school supplies can help remove unnecessary friction from already-busy roles.

That does not replace a proper wellbeing strategy, supportive leadership or manageable workloads. However, making everyday school organisation simpler can give school teams more time and headspace to concentrate on the priorities that matter most.

Schools. We get you.

Conclusion

Training a positive mindset is less about forcing yourself to feel cheerful and more about developing practical habits that help you deal with demanding days.

Start small. Prepare for the day, notice what is going well, challenge unhelpful thoughts, stay active, look after yourself and make time to connect with others.

For school business managers especially, remember that wellbeing is not another item to add to an already long to-do list. Individual habits can help, but supportive colleagues, realistic workloads and a positive school culture matter too.