Sector Spotlight: Executive Assistants in Education

Each issue, we hear from an Executive Assistant in a different sector about what unique features shape their role, and those which are universal; in this issue, Kristine Niven shares the joys and challenges of being an EA in education

I have now worked in education for 14 years. I still remember my first day walking through the gates of a school community, joining the marketing and events department and thinking, Wow – this is incredible. To be part of an environment where students sat at the centre of every decision felt deeply purposeful. My role in marketing and events placed me at the intersection of culture and community, extending far beyond logistics. I saw how stories were shaped, how tone built trust, and how moments – large and small – influenced the lived experience of a school. It didn’t feel like work; it felt meaningful.

Over time, I realised I wanted to move closer to the centre of leadership decision-making, where culture is shaped and direction is set. Becoming an Executive Assistant allowed me to do exactly that – supporting leadership while influencing the systems and environments in which students and staff thrive.

Strategic Influence

As I settled into the EA role, I began noticing that many school processes could be strengthened. I learned this most clearly when taking on responsibility for managing the school bus system. What began as an administrative task quickly revealed broader compliance and risk considerations. It evolved into tightening documentation, clarifying procedures, and implementing a new, more efficient bus management system that could be accessed by multiple stakeholders – moving away from manual Excel spreadsheets.

At the same time, refining whole-school communication required deeper strategic thinking. I began asking: What platforms are we using? What type of message belongs on each platform? Who is the intended audience? Conducting an audit of our communication channels led to the development of a strategic communication guide for the school. This clarified purpose, improved processes, reduced duplication, and made information easier for stakeholders to access and navigate.

These experiences shifted my perspective. I moved from simply managing tasks to thinking systemically – anticipating risk, refining structures, and contributing more strategically to leadership practice.

This breadth of visibility allows me to act proactively, strengthening planning and supporting informed decision-making. My role has evolved beyond support into genuine leadership partnership – not simply managing leadership work but influencing it.

A Microcosm of Society

Schools are not like most workplaces. They are dynamic communities – public-facing, relational, and deeply personal. Every decision has a human impact. Parents entrust leaders with their children. Staff invest emotionally in their work. Decisions ripple beyond operations into culture, trust, and community. The stakes are high, and emotions sit close to the surface.

Within this complex environment, stakeholders often hold differing – and sometimes conflicting – agendas. Leadership decisions are scrutinised, and the Education EA hears it all. We manage the needs of parents, students, and staff; navigate compliance and risk; communicate with alumni and the broader community. I have even fielded calls from members of the public about how people are driving near the school gates. Everything comes through the EA.

We are the gateway, the organisers, the confidants, the communicators, the companions. We quietly resolve issues most of the school never knew existed.

Confidentiality

Confidentiality in education is not a preference – it is a professional discipline. The Education EA encounters a high volume of sensitive material: child safety matters, staff performance concerns, disciplinary processes, family circumstances, governance issues, and reputational risk.

Schools can feel like villages, and in any village the “town square” can quickly become a place of rumour. This creates ethical tension. You may know exactly what is happening yet cannot explain or defend it. You may sit in a staffroom and be asked directly about a matter you fully understand – but professionalism requires restraint.

In schools, knowledge can become power. An EA’s integrity is tested daily through what we hold, what we filter, and what we never repeat.

Emotional Labour

Alongside confidentiality sits emotional labour – often underestimated and rarely acknowledged. The contemporary school environment can at times resemble what the U.S. Army describes through the acronym VUCA: volatile, uncertain, complex, and ambiguous. While certainly not warfare, schools can feel similarly unpredictable and emotionally charged.

In a single day, parents may arrive in tears. Students may be overwhelmed. Staff may seek support after conflict or difficult decisions. Often, EAs are the first point of contact when emotions rise because our role is visible and accessible. We must balance firmness and warmth alongside composure, diplomacy, servant-hearted leadership, and genuine care.

Companionship

One of the most distinctive aspects of the Education EA role is the closeness of the working partnership with the principal or senior executive. This working relationship is unique because it operates at a level of visibility and confidentiality not often shared in other school partnerships.

Overseeing the whole school calendar, I can often identify potential clashes, such as a major event scheduled alongside a parent information evening. Flagging these early allows leadership to adjust plans and protect community engagement. Further, because so much information flows through the Executive Office, I can also sense patterns, such as a rising parent concern or staff pressure points.

Trust is foundational. When this partnership is healthy, there is mutual respect, shared purpose, and clear communication. Small practices matter – brief planning conversations, end-of-day debriefs, and regular check-ins that protect both time and wellbeing. Even simple acknowledgment can reinforce the shared responsibility the partnership carries.

School Culture

Schools are culture-driven organisations. Culture shapes trust, engagement, retention, communication, and the lived experience of students and staff. It is influenced daily through tone, access, responsiveness, consistency, and discretion.

An EA’s influence can extend beyond administration into culture shaping and is enacted through tangible strategic work. An EA might prepare board papers that translate complex operational data into clear strategic recommendations; coordinate a whole-school review process that informs multi-year planning; or redesign operational systems – such as streamlining school communications – to improve clarity, efficiency, and community trust.

Education EAs often support and attend key moments in school life – assemblies, valedictory dinners, community gatherings, milestone celebrations – not merely as organisers, but as visible stewards of tone and connection. In these spaces, professionalism, warmth, attentiveness, and discretion reinforce the values leadership seeks to embed.

I genuinely enjoy attending the many school events that fill our calendar – even when they fall outside regular hours. There is something incredibly special about being present at these milestone moments and having the opportunity to speak with families.

In those conversations – whether at an assembly, a community evening, or after a student performance – I am often reminded how much it means to parents and students to see staff visible and engaged. Presence signals care. A simple congratulations, a shared smile, a brief exchange of words – these moments reinforce that leadership in schools is not distant or abstract; it is relational and human.

The Joys and the Challenges

Many EAs are drawn to education by purpose and community, often prioritising meaning over higher pay available elsewhere. For me it is the sense of contributing to something larger than ourselves, a desire to make a difference in the lives of young people.

Two challenges I have found particularly significant are limited administrative support and the isolation that can accompany the role. At times, routine operational tasks can consume the day, reducing the capacity to focus on more strategic priorities where the greatest impact can be made. There can also be a sense of isolation in the position – sitting within leadership, holding confidential insight, yet not always fully belonging to any one group.

Despite these challenges, my satisfaction in the role has remained high. While I am deeply motivated by the strong sense of community within schools and the opportunity to contribute to the lives of students, what I truly love about working in education is the extraordinary diversity of people I engage with each day. In a single morning, I might speak with students, collaborate with teachers, support senior leaders, liaise with maintenance staff, coordinate with bus drivers, and connect with café teams. It is this breadth of interaction, across age groups, professions, and perspectives, that keeps the work energising and meaningful. No two days are ever the same, and that dynamic, relational complexity is what makes education such a fulfilling environment in which to work.

What drew me to education – and what keeps me here – is that the impact is tangible. In schools, your work contributes to something larger than operations or profit. It contributes to young people, to families, and to communities. The work is deeply human. You see the direct impact of leadership, culture, and care on young people and their families. There is a shared sense of purpose that extends beyond performance metrics or profit margins. Each day carries responsibility but also meaning. To contribute to an environment where students grow in confidence, character, and capability is a privilege. That is why I stay.

A Day in My Life

8:00 a.m. – Arrive and review emails. Scan the calendar for the day and week ahead, checking for clashes, preparation gaps, or shifting priorities.

8:30 a.m. – Brief check-in with the principal/senior executive to align on key priorities for the day.

9:00 a.m. – Respond to parent and staff enquiries, triage issues, and manage scheduling adjustments as the day inevitably evolves.

10:00 a.m. – Attend an assembly; visible presence matters.

10:45 a.m. – Prepare documentation for leadership or board meetings; refine papers, agendas, or briefing notes.

12:00 p.m. – Quick walk across campus. Informal conversations often surface emerging concerns or insights.

1:30 p.m. – Project work: communication planning, event coordination, or system improvements.

2:30 p.m. – Problem-solving: a calendar conflict, a last-minute event change, or a stakeholder request requiring careful tone.

3:30 p.m. – Debrief with senior executive and reset priorities for the next day.

No two days are ever identical, and that is part of what makes the role both challenging and rewarding.