The Politics of Parking in Schools

At first glance, school parking may seem trivial—something outside the serious business of school improvement or leadership. But scratch the surface, and it becomes a surprisingly rich symbol of power, priorities, and culture. In my recent discussion on Teachers Talk Radio, I explored how something as mundane as a car park can reveal deeper truths about school
leadership and values.

At the leadership level, parking can operate as a symbolic act. The location of the headteacher’s car is not just a logistical decision—it can reflect and reinforce their perceived role within the school community. This is not necessarily a criticism—there may be perfectly legitimate reasons for such an arrangement; indeed, many schools have limited parking space. However it is important to acknowledge that it carries symbolic connotations.

I once worked in a school where the head parked daily in the disabled bay, despite not having any physical need to do so. The rationale was convenience—it was the closest spot to the school building. But the unintended symbolism was far more powerful. It conveyed a message—perhaps subconsciously—that their own time, convenience, and position outweighed consideration for others. The car park became an unspoken expression of hierarchy and entitlement.

Contrast this with the teacher or leader who reverses into a space each morning. While this might seem efficient or even responsible, it can also carry cultural implications. Reversing into a space—ready to drive straight out—may suggest a mindset already anticipating departure. It can subtly imply a transactional approach to the school day: arrive, deliver, leave. This is not to criticise the act itself (many do it for safety), but to illustrate how these unconscious habits can carry symbolic meaning.

Parking politics aren't limited to school leaders, of course. As Lindsay Mason, an Advanced Skills Teacher, pointed out in a 2013 blog post on @TeacherToolkit, occupying someone else’s self-designated parking spot can be as provocative as using their favourite coffee mug in the staffroom. It's not really about the parking space or the mug—it's about territory, identity, and belonging. In tight-knit school cultures, these small acts can trigger disproportionate emotional responses because they represent something more.

In sociological terms, this is the realm of symbolic interactionism—where meaning is created through everyday interactions and shared symbols. Who parks where, how, and why can serve as a barometer of school culture: collegial or hierarchical, inclusive or individualistic, humble or status-driven.

So, what can leaders learn from the car park?

1. Be conscious of the symbols you create. If you occupy the most prominent space, what does that communicate to others?

2. Recognise the emotional landscape of school life. For many staff, particularly in pressured environments, territorial cues matter.

3. Use the mundane to read the culture. Sometimes, school improvement doesn’t begin in the classroom—it begins in the car park.

Culture is built not only in grand statements but in a thousand tiny rituals. If we want to change the culture of a school, we may have to start with the car keys.