Navigating School Transitions
How can human resources departments and senior leadership teams support new staff through the psychological aspect of transition?
If you have welcomed new staff this year, they are likely navigating the uncomfortable and often overwhelming “messy middle” of change. They are still saying goodbye to their old place (missing colleagues, familiar routines and ways of being) while trying to make sense of the hidden rules and ways of working in their new school and country. William Bridges calls this a place between two somewheres.
His model helps us understand what is happening for our incoming colleagues during this transition, outlining three parts: Endings, the Neutral Zone (the messy middle) and New Beginnings. People don't progress through these phases linearly, ticking them off one by one; rather, they occupy several of the phases at once, with different phases becoming more prominent over time.
And moving international schools is not just any transition. It impacts almost all areas of a teacher's life and comes with a great deal of complexity.
Although schools are intentional and organised when it comes to the external and logistical aspects of change, we can often neglect the psychological aspect of transition. The emotional load of letting go of a part of their identity, whilst trying to figure out what they want and how to be in their new place, is often hidden or rarely talked about. These feelings exist even when the move is something they have been eagerly anticipating.
For new staff members, negative self-talk and blame can creep in around this time, and they may question their decision and their ability to deal with change. Many carry this quietly while trying to perform from day one. As leaders, we may also find ourselves concerned about how they are adjusting to their new setting, and perhaps wondering whether they will ever find their feet. These worries are understandable, but in reality, what we are seeing is usually a normal part of transition rather than a sign that something has gone wrong.
We can sometimes feel the need to help people settle quickly or assume that once they understand the systems and routines, they will feel more confident. But transition doesn't always work that way. New staff members may experience a whole range of emotions. They may feel confident in their experience and unsure of themselves in the new context. They may feel excited about the new start and overwhelmed by all the new things they have to learn.
Both can be true.
Susan David uses the term “bothness” to describe our capacity to hold seemingly opposing emotions or experiences at the same time.
So alongside the practicalities, the passwords and the policies, how can we intentionally support new staff through the psychological process of transition?
Tip 1: Be open about the challenges that transition poses
Acknowledge with new staff that alongside the practical side of change, there is a psychological side too. Share Bridges' model with them and talk openly about the messy middle of change, making clear that this is a normal part of transition, not a failing on their part. This helps normalise what they are going through, including the feelings of bothness they may be experiencing.
For school leaders and HR members, this means creating a safe space where staff can express themselves openly without feeling they have to choose between one emotion and another. Rather than trying to remove difficult emotions, we can acknowledge them, listen with curiosity and help the person explore how they want to respond. Simple questions can open this conversation:
What are you missing from your old school? Which part of the model feels most true for you right now?
Induction week is the ideal time to introduce this, but it is never too late. As the initial excitement of a new start fades, now is a good moment to check in again and share the model.
Tip 2: Help new staff feel that they matter
New staff are going through the difficult process of letting go of parts of their professional identity. In their last school, they may have been the go-to person for support with maths, or the expert in behaviour management. Here, they are re-establishing their identity and working out what they will be known for.
Getting to know them as a human being, and not only as a member of staff, can help them develop a sense of belonging and mattering. In his book The Power of Mattering, Zach Mercurio describes the NAN framework, which stands for Noticed, Affirmed and Needed:
Noticed – looking beyond the CV and taking time to find out about the whole person: their family, their interests, what they're leaving behind and what they are looking forward to working on.
Affirmed – reminding them of the strengths you have already seen and being specific about what you appreciated.
Needed – being explicit about why their skills matter and the difference they'll make here.
Tip 3: Offer a range of support
Not everyone needs the same kind of support during a transition. As school leaders and HR, we can consider what is available internally and externally and help staff identify the kind of support that might be most useful for them.
Internally, school HR can think about what might be possible depending on their context and their resources. This might include an onboarding programme, a peer system, regular check-ins with a line manager or spaces for new staff to share their experiences.
Externally, there may be other forms of support that can complement what the school provides, such as individual coaching, group coaching, mentoring or, when appropriate, professional therapeutic support.
Bridges’ model teaches us that it is normal for our incoming staff to feel discomfort and overwhelm and that this is likely to last well beyond the first few weeks of the new school year. However, if we are open about the psychological aspect of change whilst being intentional about the time we give, and the support we provide, staff can navigate this phase with more ease and become an engaged member of the school community more quickly.
Resources
Bridges, W., & Bridges, S. (2019). Transitions (40th Anniversary Edition): Making Sense of Life’s Changes. Hachette UK.
Mercurio, Z. (2025). The power of mattering: How leaders can create a culture of significance. Harvard Business Review Press.
Susan David, (2017). Emotional Agility: Get Unstuck, Embrace Change and Thrive in Work and Life. Penguin. Random House UK