ABSTRACT
Objective: The COVID-19 pandemic has posed unanticipated complications for leaders in education. One example involves school principals who have been forced to cope with the pandemic on top of performing their everyday work requirements. In this paper, I review the research on workplace stress and provide suggestions for achieving a good work-life balance based on mindfulness practices, chosen from the experience and added stress of school principals in coping with the unprecedented COVID-19 situation. Methods: I draw upon various sources of information, scientific literature, including more than 130 research journals, empirical studies, and field-based published data to inform the results and conclusion. Results: Various mindfulness-based practices, which can be done anywhere and in diverse settings, can be valuable options in managing the need for school leaders to achieve emotional and physical equilibrium, an equilibrium to improve their well-being and work-life balance and help to reduce their stress level. Conclusions: To support school leadership and avoid burnout, it is critical that we recognize this increasingly difficult situation and its consequences on them. A nurturing school climate must be established as we commit to advocate for the development of a sound, flexible work-life balance and resilience in education leaders.