In the middle of a school day, it is easy to notice how much leadership happens at speed. Emails arrive faster than we can respond. Conversations are squeezed between meetings. Decisions are often made under pressure, with incomplete information and competing priorities. In those moments, I have learned there is a quiet but powerful distinction that shapes everything that follows. For me, that difference is to lead with presence.
In a school environment like ours in Singapore - where expectations are relatively high and accountability is real - presence is about being fully here before I act. When I am present, I notice my own internal responses before they spill into words or decisions. I listen more carefully, not just for what is said but for what sits underneath. Over time, this has strengthened not only my decision-making, but also the quality of connection I have with staff, students and parents.
Leadership often asks us to project confidence and certainty. Yet leaders are most impactful when they are deeply self-aware. In schools, this matters deeply. Staff sense when leadership is authentic. Trust grows when people feel that decisions are not driven by ego or fear, but by clarity and care. Many leaders I speak with are navigating a subtle but important shift: from directive leadership towards greater trust and empowerment. Leading with presence supports this evolution. When we listen more deeply, we create conditions for others to step forward. Leadership becomes less about having all the answers, and more about holding space for collective wisdom.
Like many senior leaders, I juggle professional responsibilities alongside family life. The mental load does not end when the school day does. For years, I told myself that this was simply part of the role - something to be managed through resilience and discipline. What mindfulness offered me was not an escape, but support. Simple practices, like pausing before a meeting, noticing my breath in moments of tension, learning to recognise trigger signals earlier, have helped me remain grounded even when demands feel challenging. These practices didn’t remove pressure, but they help change how I relate to them, both in my body and mind. In a society where work-life boundaries blur easily, it has helped me show up not only as a leader, but also as a parent and partner, with greater patience and care.
One of the most unexpected learnings for me has been the ripple effect of inner practice. Over time, colleagues began to speak more openly, raise concerns earlier, and engage more thoughtfully with one another. Psychological safety is modelled moment by moment. Presence supports trust, openness, and deeper relationships - not only among staff, but also in how students experience the adults around them. In our richly multicultural communities, presence also strengthens sensitivity towards differences, unconscious bias and inclusion, helping school leaders respond with awareness rather than assumption.
An Invitation
At its heart, leading with presence focuses on nurturing the inner capacities of leaders in school, reminding us that school leadership is about connection, purpose and human flourishing. When leaders are present, schools become places where people feel seen, heard and valued. Performance does not diminish; it becomes more sustainable. To fellow colleagues holding leadership responsibilities in school navigating complexity andr esponsibility, this kind of learning matters. Not as a departure from excellence but as a deepening of it.
As we continue to lead regionally in educational innovation, developing inner leadership capacity feels not only relevant but necessary. When we do our inner work, relationships transform and schools become places where individuals thrive. And in so doing, we learn to lead with greater wisdom, compassion, and trust.
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