Every teacher has had a professional development session that has mentioned the “Goldilocks zone” at least once, usually referring to the level of challenge children experience in learning tasks (is it too cold, too hot or just right).

But how do we find this golden middle ground when learning quickly changes and the normal rules and routines no longer apply? How do we ensure we are finding this sweet spot not only for our pupils but also for our teachers, too?

My mother used to regularly use the phrase “too much of a good thing”, and that motto has been bouncing around my head as I have navigated my job as an educational leader while managing the online learning period that has been sprung upon the Middle East due to ongoing regional conflicts.

How to find the ‘Goldilocks zone’

I want to regularly reach out to my team to show my support, but have they got enough on without needing to reply to additional messages?

I want to continually provide parents with up-to-date information and support, but am I confusing them by communicating too often?

I want to make sure each and every child has ample activity to help them make progress, but is this cognitively overwhelming?

I’m conscious that I run the risk of doing “too much of a good thing”, and well-intentioned actions can have negative consequences.

I am also aware that inaction can lead to equally negative outcomes, with staff and parents feeling unsupported and out of the loop, and with children failing to engage in meaningful activity during this time.

This week, I have been reflecting on how I can find the Goldilocks zone while working from home.

1. Consistency vs flexibility

Establishing simple, predictable routines can provide stability in uncertain times, but allowing flexibility acknowledges the very contexts families are working within.

The balance lies in offering structure without rigidity, for example, providing suggested timetables but allowing for work to be submitted outside of this, or making carefully considered adjustments based on parent and staff feedback.

2. Support vs independence

It is important to guide children and families, but we need to be aware that many parents are balancing online learning with their own commitments.

Clear instructions, modelled examples and scaffolds can empower children to work more independently while reducing pressure on parents. Recording instructions through video or voice note also increases accessibility, allowing even the youngest learners to show independence.

3. Accountability vs compassion

Maintaining high expectations helps preserve a sense of normality and purpose for both teachers and families, but these need to be balanced with empathy. Not everybody will be able to engage in the same way during these unusual times.

School improvement priorities may need to be adapted or paused, and attendance and engagement may look different. For pupils, this could mean focusing on core learning and wellbeing; for teachers, adjusting targets or expectations while navigating the changing learning environment.

4. Connection vs overload

Creating opportunities for children to feel connected to their teacher and friends is essential, but spending too long in live sessions can become overwhelming.

A balance of live check-ins, screen breaks and asynchronous learning can help maintain that sense of belonging without fatigue, and that different levels of screen time are appropriate depending on a child’s age and individual needs.

5. Wellbeing vs productivity

There can be a temptation to prioritise visible output by doing “more”, but emotional wellbeing underpins all meaningful learning. Building in moments for rest helps sustain both pupils and teachers over time.

Maintaining a clear “end of day” cut-off for staff meetings and communication is vital, as this natural endpoint can become blurred when working at home. Creating space for informal check-ins can also support wellbeing without adding to workload.

Finding the right balance is never straightforward, and there isn’t a magic formula that will work for all families and schools.

Much like the Goldilocks zone, it’s about finding what feels “just right” for your community. This can be done by staying thoughtful, reflecting regularly and being willing to adjust as you go.

Ruby Fiddes is assistant headteacher at GEMS Founders School - Al Mizhar in Dubai