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I remember sitting outside a parents’ meeting early in my leadership career, wondering whether I was about to make the right decision.

The facts seemed straightforward. A student had made a poor choice, the parents were upset and the school needed to respond. I had policies to refer to, procedures to follow and colleagues to consult.

Despite all of that, I realised something uncomfortable: nobody had ever taught me how to process moments like this.

Like most school leaders, I had spent years learning about safeguarding, behaviour, curriculum, performance management and accountability. And rightly so - these are essential parts of leadership development.

But none of this answered the question that mattered the most at that moment: how do I know this is the right decision?

Questions to shape your leadership decisions

School leadership is a job built on decisions. Every day we decide whether to challenge or coach. Whether to listen or intervene. Whether to suspend a student, support a colleague, reassure a parent or change a policy.

Some decisions are small. Others have profound consequences. All of them contribute to the culture of a school.

Over the years since that moment of doubt, I have made many decisions and, in the process, I have found that I often return to six key questions that I use to shape my thinking.

These questions are not a checklist, and they do not guarantee perfect decisions. Instead they provide a disciplined way of slowing your thinking, challenging assumptions and ensuring that judgement remains focused.

1. What is in the best interests of children?

In education, this question should be our North Star.

Often, competing priorities cloud our thinking. Parents advocate for their own child. Staff consider workload and fairness. School leaders also think about consistency, reputation and operational realities.

These considerations matter, but should never outweigh the central purpose. Beginning with children changes the conversation.

2. What do I know and what am I assuming?

Leadership often requires decisions to be made before every piece of information is available.

However, there is an important distinction between acting on evidence and acting on assumptions. I have found that asking myself what evidence would change my mind often exposes gaps in my thinking.

3. Who hasn’t been heard yet?

Many poor decisions are not the result of bad intentions; they are the result of incomplete perspectives.

The student whose voice has not been sought. The classroom teacher closest to the issue who hasn’t been heard. The teaching assistant who noticed something others missed. The colleague who disagrees but isn’t confident enough to say so.

This question reminds us why psychological safety matters. Organisations make better decisions when people believe they can challenge ideas without fear of embarrassment or reprisal.

Leadership is not weakened by disagreement; it is strengthened.

4. What precedent does this decision set?

Every leadership decision sends a message. Students watch what we tolerate. Staff notice what we reward. Parents observe whether situations are handled consistently.

Individual decisions quickly become cultural signals, shaping expectations long after the original issue has been forgotten.

5. Can I explain this decision simply, honestly and respectfully?

Early in my career, I felt pressure to have an immediate answer. I thought decisiveness meant responding quickly. Experience has taught me otherwise.

Some of my best decisions I have made by simply saying, “Let me think about that and come back to you.”

From there I imagine explaining a decision to the relevant party in the situation - a teacher, parent or pupil, and so on. Could I explain my reasoning in a clear, honest and respectful way? Not just what I have decided, but why.

If I find I can imagine myself relying on jargon, policy or becoming defensive, it is usually a sign that I need more time to think. Policies may justify a decision, but they rarely help people to understand it.

If a decision can’t be communicated with confidence and humility, then I’m probably not ready to make it.

6. What have I learned, and what will I do differently next time?

Leadership judgement is not developed through reading a book or attending a conference. It develops through reflection on the decisions made every day.

Every difficult conversation, mistake and success becomes part of the experience we draw upon in the future.

These questions above don’t remove uncertainty. School leadership will never provide perfect information or universally popular decisions. Nor should we expect it to. Leadership is the art of making thoughtful judgements in imperfect situations.

That is one of the biggest misconceptions we have created about leadership. We have spent years telling aspiring leaders that their job is to have the answers.

I now believe their real responsibility is something more valuable. To ask better questions - because that leads to better decisions.

Christopher Hoare is head of upper school at Colegio Peruano Británico in Peru

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