Building Change Momentum for Staff Wellbeing Initiatives: How to Shift Your Team from Despair to Drive

Creating a lasting impact through staff and teacher wellbeing initiatives in schools requires more than a good strategy. It demands momentum. Without staff buy-in and sustained engagement, even the most well-intentioned initiatives can fall flat. 

The reality is that change in education is complex, continuous, and, at times, highly personal for those involved. To navigate it successfully, school leaders must understand where their staff are emotionally, mentally and energetically and meet them there with the right approach.

This article examines how school leaders can intentionally foster and sustain momentum for change within their teams by understanding the five states of staff engagement. 

In this article, you’ll discover:

• The five phases of the Change Momentum Path
• How to identify staff in each state
• Tailored strategies to support staff at each stage
• How to gradually shift your team toward positive, sustainable engagement
• How to apply the Change Momentum Path specifically to wellbeing initiatives

Effective Change Management In Education 

Change is (for lack of a better description) an absolute beast of a topic. Change management theories and approaches vary across organisations and industries and are highly complex. In education, Change management may refer to systematic approaches that school leaders, educators and staff use to transition individuals, teams, and school communities through purposeful shifts in policies, practices, structures, or culture to improve school, student and staff outcomes. 

Change in schools is both expected and utterly relentless. The complexities extend beyond that of other types of organisations as it must involve many diverse stakeholders (teachers, staff, parents, boards, government and community), fluctuates dependent on government and policy at any one time, is ever-changing with new research and also hinges on external accountability sich as NAPLAN, ACARA and AITSL Standards,  just to name a few.

My work with schools to address, support, and enhance staff and teacher wellbeing and school culture involves a significant change management process. Over time, I have observed what it takes to make a noticeable shift in wellbeing and culture, and meeting all staff where they are according to their readiness and mindset. 

Introducing a new approach to teacher wellbeing (or any new strategic initiative) in a school is not just a strategic shift. It is a cultural one. And like all cultural shifts, it depends on how you introduce and scaffold the change, as well as the buy-in and momentum of your team. 

The Change Momentum Path: Five States of Staff Engagement

A change management approach and model that my school partners deeply resonate with is the ‘Momentum Path For Change’ by Brendon Baker, outlined in his book ‘Valuable Change.’

Baker highlights that staff are the absolute heart of our schools. Ultimately, schools cannot create change without their people. Yet, stakeholder engagement and communication planning are some of the most overlooked elements in most change initiatives. 

Alongside many other concepts and strategies for enlisting the power of staff and other school stakeholders, Baker clearly outlines the undeniable impact of building and maintaining high momentum. 

When considering momentum, we must look at two key elements: hope and energy. The higher the energy and hope within your team, the higher the momentum.

• Hope – the belief that things can and will improve. Baker describes this as a feeling of optimism and belief in the work and their role in it. 
• Energy – the mental and emotional bandwidth to contribute

A key message that Baker promotes is that ‘Hope precedes energy.’ Our goal should always be to nurture higher levels of hope amongst staff, whilst creating the conditions for energy.

These elements form the X and Y axes of what we call the Momentum Path, which contains five levels:

• Despair
• Fearful
• Hopeful
• Motivated
• Fanatic
  

These five levels reflect the different types of momentum that exist within teams undergoing change..

For example, staff in a state of despair have no interest in their work. They produce low or no contributing output and may be absent or disengaged entirely. At the other end of the spectrum, a fanatic eagerly engages in each conversation, thrives on sharing ideas, and even talks about your change initiative with friends and family. These staff members love coming to work and truly believe in what they’re doing.

Clearly, we want less despair and more fanaticism. So, how do we get our staff to that level?

Moving Our Staff Along the Change Momentum Path

Depending on where our staff sit in relation to each level or phase of the Momentum Path, they may require a different approach. It’s also essential for us to be patient and intentional as we work to build and maintain momentum. Progress doesn’t happen overnight, and we can’t expect staff to leap from a state of despair to one of motivation or fanaticism right away.

Instead, let patience, strategy and realism be the guiding light as we edge our staff gradually along the path and through the phases with targeted strategies and initiatives.

1. Moving Staff from Despair to Fearful

Those in despair are often those staff who suffer from a complete lack of hope. They likely dislike coming to work or being part of a project, feel stuck and might be exhibiting a “fixed mindset.” They often believe their work or contributions don’t matter, and they might have even given up, doing only what could be perceived and experienced as the “bare minimum.”

Typical behaviours:

• Withdrawn or resistant
• No longer believe things will improve
• High absenteeism and low output
• Say things like “What’s the point?” or “It will not change.”
  

This is common in schools with long-standing wellbeing issues, and where high workloads, poor leadership, leadership fatigue and ignored feedback contribute to the problem. Teams and staff in these environments feel powerless and stuck.

Strategies to shift:

• Create an excuse for hope: Introduce a physical or structural change (such as team configuration, schedule, location, role, or process adaptation or enhancement) that signals something new is genuinely happening
• Do not “sell” change, show change: Demonstrate that things are already shifting, however small. 
• Focus on safety and small wins: Provide these staff with visible and regular signs that their concerns are finally being addressed.
  

2. Moving Staff from Fearful to Hopeful

The fearful have a small seed of hope, but they’re dominated by fear and/or scepticism, often due to past experiences of being excluded, embarrassed, let down, undervalued, or ignored. This could be in their current workplace, somewhere different, or under other leadership.

They may feel their work adds no real value. They haven’t given up like those in despair, but they avoid action in case it puts them at risk.

Typical behaviours:

• Wary of new ideas
• Low risk-taking
• Fearful of being overburdened, exposed, or ignored again
• May have ideas, but will not share them

This group often includes great leaders, teachers and support staff who have been burned before.

Strategies to shift:

• Acknowledge past pain: Validate their experiences 
• Set a short-term vision: Maximum one month
• Create a challenge path: Start with small, meaningful, low-risk tasks that build belief (“low hanging fruit” or “quick wins”)
• Normalise vulnerability: Celebrate mistakes, reflection and shared learning
• Encourage peer safety: Create staff forums or groups where honest feedback is welcomed
• Close the feedback loop: Keep staff updated on the progress and outcomes of feedback and consultation 

These actions build the belief that they belong and can succeed.

3. Moving Staff from Hopeful to Motivated

The hopeful want to contribute but are still unsure of their fit or ability. I often refer to this group as the “middle men/women,” or the “bench sitters”, when working with schools. These staff are open to new change and will listen to our plans and pitches with interest. Most new staff begin here.

 Typical behaviours:

• Curious about the change
• Open to involvement but not yet committed
• Waiting for proof and clarity

This group is pivotal, and in my eyes, the ones to keep a keen eye on, as they can be easily “recruited” by those in despair or fearful, but also by our motivated staff and the fanatics!

Strategies to shift:

• Build clarity and connection: Map how the wellbeing strategy aligns with staff values and classroom/workplace impact
• Let them choose: Offer low-barrier ways to get involved that feel voluntary, not mandated
• Set goals and challenges: Provide escalating and progressive goals 
• Start gamifying change: Use recognition and visibility to show progress and participation
  

4. Moving Staff from Motivated to Fanatic

A motivated staff or team member is reliable, self-driven, and committed to achieving positive outcomes for both themselves and the organisation. They take initiative, follow through on responsibilities and consistently strive to do their best.

Typical behaviours:

• Showing initiative
• Seeking ways to contribute
• Bringing new ideas and leading conversations

This group is your engine room, but without care, they will burn out.

Strategies to shift from motivated to fanatic:

• Give ownership: Let them co-lead parts of the initiative or contribute to decision-making
• Build a shared aspirational vision: But, ensure it’s co-created with staff, not top-down
• Provide strategic belonging: Build a community of practice or working group with aligned values
• Celebrate impact: Regularly connect their efforts to real school improvements
  

5. Maintaining the Fanatics

A fanatic is a staff member who not only enjoys their work but is also deeply passionate about it. They are energised, highly engaged, and proudly identify with your organisation’s mission and values. Fanatics actively champion change, inspire others, and often go above and beyond without being asked. Their enthusiasm is contagious, making them powerful drivers of culture, morale, and momentum within your team.

Typical behaviours:

• Advocates for the strategy, even when no one is watching
• Coaches others
• Shares success stories beyond the school

Fanatics are rare, but they are transformational.

Strategies to sustain:

• Use self-labelling: Let them call themselves “Wellbeing Champions” or similar
• Protect their energy: Avoid overloading them. Keep roles meaningful and supported
• Build shared aspiration: Engage them in designing the future state of wellbeing, inviting them to be part of a wellbeing committee 
• Engage them as “experts” or coaches, only when they are interested and/or willing!!!

Applying the Change Momentum Path to Wellbeing Initiatives

Let’s say your school is rolling out a new strategic approach to teacher wellbeing (or any strategic goal!). You have co-created a wellbeing vision, surveyed staff, and set your three priority areas.

But not everyone is on board.

Instead of pushing ahead blindly, consider:
Where are your staff currently sitting on the Momentum Path?

• Are leaders, teachers and/or staff energised or exhausted?
• Are staff feeling hopeful or wary?
• Are wellbeing efforts framed in terms of safety and value, or as another compliance “tick and flick” exercise?

This will likely result in a strategic approach that embeds strategic and targeted actions that “speak to” the staff in every phase of the Momentum Path – acknowledgement of past challenges, small and tangible actions with regular communication and feedback, short and long term goals, recognition and celebration pit stops and the co-creation of strategic vision and review. Leveraging staff who are more motivated as champions of change and who can offer support, coaching, guidance, and motivation to other staff is also an excellent way to distribute leadership and build social capital within your team. 

Summary: Strategies for Each Phase

Download the PDF Here

Conclusion 

Driving meaningful change in education, particularly in relation to staff and teacher wellbeing and school culture, doesn’t happen by chance. It happens through considering and working with change momentum, the intentional and strategic effort to understand, support and energise staff through every stage of engagement.

Whether you’re dealing with staff who feel defeated or nurturing those already fully engaged, each level of the Momentum Path offers a roadmap for action. By applying a variety of targeted strategies that meet your diverse staff where they are, leaders can transform scepticism into curiosity, curiosity into commitment, and commitment into advocacy.

If your school is ready to shift its culture and embed staff and teacher wellbeing as a sustainable priority, the Well-Led Schools Partnership Program offers the structured support you need. Through a gradual and collaborative approach alongside your leaders and staff, this program helps schools build momentum, engage teams and create lasting change.

Learn more at adriennehornby.com.au/school-partnerships/

References:

• Baker, B. (2021). Valuable Change. Valuable Change Co.