Insights
Sept 24, 2025
Megan Balmont
Marketing and Events Manager
by Richard Shorter
One of the privileges of working in schools is seeing how committed and involved pupils can be. Some young people say yes to everything — the sports teams, the music ensembles, the drama productions, the leadership roles. They are fully invested in school life.
But for staff, that commitment brings a challenge:
- How often should we call on the same pupil?
- Are we unintentionally overloading them?
- And how can we protect them from burnout while still encouraging their enthusiasm?
How SOCS Can Help Spot the Load
One of SOCS’ most valuable features is its ability to show, at a glance, where a pupil is active across the co-curricular landscape. It’s not just about knowing if they’re on the 1st XI or in the chamber choir — it’s seeing the whole picture.
This visibility allows staff to:
- Identify pupils with high demands across multiple departments.
- Spot potential pinch points in their timetables.
- Make informed decisions about participation before a clash or overload becomes a problem.
Beyond the Timetable
Of course, SOCS can’t display everything. Each child also has a home life, family expectations, and their own capacity for handling busyness — physically, mentally, and emotionally.
That’s where the partnership between school and home matters. Parents may have different views on how busy is “too busy.” Some want their child to take on less. Others fear they’ll miss opportunities if they step back. There’s no one-size-fits-all answer — but SOCS provides a solid starting point for the conversation.
Helping Pupils Manage Their Load
Staff can use SOCS data as the entry point to a supportive conversation with the pupil:
- How are they feeling about their commitments?
- Are they thriving under the challenge, or quietly feeling stretched?
- Do they have time for rest, recovery, and downtime?
Rest isn’t a luxury; it’s essential. And so is the reminder that co-curricular activities bring value even during exam seasons — offering perspective, joy, and stress release that help pupils perform better academically.
For Staff: Helpful Pupil Conversation Starters
Use these questions to help pupils reflect on their workload:
1
How is your current timetable working for you?
2
Which activities give you the most energy — and which ones drain you?
3
If you had to adjust your commitments, what would you want to keep at all costs?
4
How do you know when you’re getting close to feeling overloaded?
5
What would balance look like for you this term?
For Staff–Parent Conversations
If you’re concerned a pupil may be overloaded, these questions can help open a constructive conversation with parents:
1
What do you notice about how your child is managing their current timetable?
2
Which activities do you feel are most important for them right now?
3
How do you see rest and downtime fitting into their week?
These conversations, underpinned by SOCS’ clear activity data, help parents and staff work together — not in competition — to create a school experience that is both enriching and sustainable.
Why This Matters
When schools take a proactive approach to balancing pupil commitments, they create an environment where young people can thrive without burning out. It’s about more than avoiding overload — it’s about helping pupils enjoy a rich variety of opportunities, while still having the energy, focus, and resilience to learn well and live well. By spotting the signs early, and working in partnership with parents, schools can make busyness a positive part of growth rather than a barrier to it.
About the Author
Richard Shorter, founder of Non-Perfect Dad, works with schools and organisations across the country to help parents and staff collaborate more closely for better outcomes for young people. As a parent of three children, he is also a regular user of the SOCS platform.
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