In early childhood, programming is the backbone of quality practice. Yet, many leaders encounter a familiar refrain when asking teams to engage with program planning: “I haven’t had the time.” While time pressures are real in our sector, this phrase often masks deeper issues—avoidance, prioritization gaps, or resistance to leadership direction. For emerging and experienced leaders alike, knowing how to respond is critical for maintaining both program integrity and team morale.
Understanding the Dynamics
- Perceived vs. Actual Time Use: Staff may genuinely feel busy, but their chosen tasks don’t always align with service priorities.
- Authority and Age Bias: Younger leaders or those new to a role may find their directives brushed off, not because of competence, but due to entrenched perceptions of hierarchy.
- Avoidance Patterns: “I haven’t had the time” can become a default shield against accountability, especially if leaders don’t challenge it.
Strategies for Leaders
1. Shift the Language from Open-Ended to Specific
Instead of asking if programming has been reviewed, ask when it will be completed.
- Example: “I’d like this section reviewed by Thursday. Can you confirm when you’ll sit down with it?”
This reframes the task as a scheduled commitment rather than an optional activity.
2. Establish and Communicate Priorities
- Provide a clear, written priority list (e.g., programming > displays > secondary admin tasks).
- Reinforce that programming is not just another task—it is a compliance and quality requirement under the National Quality Standard.
3. Redirect Low-Priority Work
When staff are seen focusing on non-essential tasks, redirect respectfully:
- “I can see you’re working on X, but Y is the priority right now. Let’s pause X until Y is complete.”
This acknowledges effort while reordering priorities.
4. Document and Follow Up
- Keep a record of requests and responses.
- If patterns persist, escalate with evidence rather than emotion. Documentation protects leaders from perceptions of bias or unfairness.
5. Neutralize Age and Experience Bias
- Avoid engaging in comparisons of years of service.
- Anchor authority in role expectations and sector standards, not personal history.
- Consistency in tone and follow-through builds credibility over time.
Protecting Leader Confidence
Resistance is not a sign of failure—it is a natural part of leadership. Confidence grows when leaders hold the line consistently, even when challenged. Remember:
- You are not asking for favours—you are upholding standards.
- Your role is to prioritize what matters for children, families, and compliance.
- Confidence is reinforced by clarity, documentation, and persistence.
Reflection Prompt for Leaders
- How do I currently respond when staff say “I haven’t had the time”?
- Do I redirect with clarity, or do I let the excuse stand?
- What systems can I put in place to make priorities visible and non-negotiable?
“I haven’t had the time” is more than an excuse—it’s a leadership opportunity. By reframing conversations, setting clear priorities, and documenting accountability, educational leaders can move teams from avoidance to action. Confidence is not lost in these moments—it is forged.
Further Reading
Educational Leader Guide: How to Lead Reflective Practices
Educational Leader Guide: How to Engage Families
Educational Leader Guide: Check-In Rituals
Educational Leader Guide: Priorities at the Start of the Year
Coaching vs. Mentoring Cheat Sheet for Educational Leaders
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