Learning anxiety is real when it comes to CPD. Any time we ask teachers or leaders to try something new, reflect on their practice, or change how they work, what we’re really asking is:

“Would you be willing to feel a bit incompetent in front of others, at least for a while?”

That’s a big ask. And if people don’t feel safe enough to take that risk, change is likely to be very slow, or not happen at all.

Two Very Different Types of Anxiety

Edgar Schein (2017) talks about two kinds of anxiety that affect learning:

• Learning anxiety — the worry about looking foolish or making mistakes while trying something new.
• Survival anxiety — the pressure that comes when the message is: “If you don’t change, we’re in trouble.” Sometimes this is about inspection outcomes, school results, or even disciplinary threats.

Survival anxiety can trigger change (and sometimes the need is real and urgent) but it’s usually painful. People might leave, burn out, or disengage. The school might improve, but at a high cost.

In contrast, when leaders reduce learning anxiety by creating safety, offering support, and showing patience, teachers are far more likely to experiment, improve, and sustain positive change.

The problem? Too often schools default to the survival model, even though the long-term damage to trust, morale, and staff retention is obvious.

Laying the Groundwork for Lasting Change

If we want change to stick, we have to pay attention to the day-to-day reality of what teachers are being asked to do. That means building in feedback loops to check that the key message is clear, while also listening properly to concerns and taking them seriously.

Sometimes that means:

• Pivoting the plan if it’s not working.
• Making the path smoother, with better resources or clearer timelines.
• Being honest about the workload: is the extra effort temporary? Is the benefit worth the cost? Does this duplicate something already in place?

As Dr James Mannion (2025) points out, the real challenge is often about removing barriers to behaviour change. Without that groundwork, even well-intentioned initiatives can erode trust and make teachers more wary of future CPD.

Building a Culture Where Learning Feels Safe

When schools put these routines in place, they shift the culture. Teachers feel safer to try, adapt, and embed new approaches over time. That’s when CPD really has an impact—not because people are scared into it, but because they’re supported through it.

If you’re interested in digging deeper, these two pieces explore what makes professional learning stick:

• Teachers’ and school leaders’ perspectives on professional learning
• Influencing the Professional Development Acceptance Zone (PDAZ)

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Reference
Mannion, J. (2025). Making Change Stick: A Practical Guide to Implementing School Improvement (1st ed). John Catt Educational, Limited.

Schein, E. H. (2017). Organizational Culture and Leadership (5th Edition). Wiley.