Supporting School Leaders Through Professional Supervision And Mindfulness: A Pilot Study In Italy

Educational systems worldwide have long been experiencing a phase of increasing complexity, in which
organizational, personal and social processes are intertwined within what is commonly recognized as
the educational ecosystem. In fulfilling their professional responsibilities, school leaders are increasingly
required to simultaneously manage organizational, administrative, pedagogical and relational
dimensions. Although legislation in some countries provides for the support of middle management
roles, the complexity of management processes may generate stress, decision-making overload and
perceptions of ineffectiveness, with negative consequences for both professional performance and
personal well-being. In addressing these challenges, the ability to consciously manage emotions and to
develop balanced leadership emerges as a crucial element. Therefore, it appears important to identify
training and planning tools capable of providing personal and emotional support to those holding school
management roles. Among these, professional supervision and the integration of mindfulness-based
practices within school leaders’ training pathways appear particularly relevant.
This paper presents the results of a pilot study conducted in Italy involving school leaders and
educational coordinators. Of the 30 potential participants initially identified and informed of the objectives
and structure of the planned training program, 12 school leaders ultimately took part in the intervention.
This reduction in participation represented a meaningful indicator for reflecting on the openness of
school management professionals to investing time and cognitive-emotional resources in tools that are
sometimes considered secondary to daily operational demands. Considering this, the pilot study aimed
to assess the effectiveness and sustainability of the proposed pathway. Particular attention was given
to coherence between objectives, data collection tools, and professional supervision strategies, in order
to provide preliminary evidence for larger-scale interventions.
The study aimed to map school leaders’ awareness and perceptions about their professional roles; to
explore management processes and coping strategies they adopt in their daily practices, with a focus
on the related emotional states; and to examine the perceived effectiveness of professional supervision
integrated with mindfulness practices on professional well-being.
Findings indicate a widespread awareness of managerial roles and responsibilities among participants,
accompanied by limited attention to the emotional and relational dimensions of leadership, often
subordinated to organizational urgencies and time constraints. Coping strategies appeared heterogeneous,
predominantly individual and not always structured. Finally, participation in professional supervision
integrated with mindfulness practices was associated with perceived improvements in emotional regulation,
stress management and the quality of reflective engagement with the professional role.
Looking ahead, it will be interesting to expand the unit of analysis and to define a flexible and adaptable
supervision protocol, to be shared with the scientific and educational community as a tool to support
school leaders’ professional development and promote professional well-being within highly complex
educational ecosystems.