Explained: Flexible working should be an opportunity not a burden
Flexible working should be an opportunity not a burden is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Flexible working is increasingly common in many workplaces. But the adoption of flexible practices in schools has been slow and patchy.
Key details from the report
- For many leaders, requests for flexible working feel like a procedural hurdle to process and often decline.
- But the passage in December of the Employment Rights Act marks a significant shift in how flexible working requests must be handled.
- While it has not become an automatic right, the bar for refusing a request has been raised, and schools that fail to adapt will expose themselves to legal risks.
- Having a blanket policy of no flexible working is not a safe approach.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
