The teaching profession is facing a global crisis, with critical shortages of teaching staff being reported worldwide (UNESCO, 2024). In Australia, for example, over 60% of principals in the 2022 PISA study stated that teacher shortages affected instruction in their schools, while in Belgium and the Netherlands, these figures exceeded 80% and 70% respectively. The OECD average is approaching 50%, a significant increase from under 30% in 2015 (OECD, 2024). Factors driving this crisis include stress and burnout, attrition, working conditions and perception of the profession (UNESCO, 2024). 

This crisis is exacerbated by inadequate preparation in initial teacher education (ITE) programs for supporting both student and teacher wellbeing. Low teacher wellbeing can intensify existing challenges, affecting teacher-student relationships, student experiences, and outcomes (Dreer, 2023) in addition to compounding stress and retention issues. Teacher wellbeing is also a crucial factor influencing the attractiveness of teaching as a profession in Europe (European Commission/EACEA/Eurydice, 2021) and improving the status of the profession is an imperative across OECD countries to help address shortages (OECD, 2024).

In Australia, ITE programs aim to equip preservice teachers (PSTs) with the knowledge and skills to meet the Australian Professional Standards for Teachers. However, while most programs include health education components related to pedagogy and student wellbeing theories, few focus explicitly on teacher stress and wellbeing. This gap is concerning, given that PST completion rates in Australia are only 49%, with preparedness being a significant factor (Australian Institute for Teaching and School Leadership, 2024). Similar rates are reported in some European countries, and those that do complete are not always recruited to teaching positions – in England, almost half of all trained teachers are currently not employed as teachers (UNESCO, 2024). Given UNESCO’s statement that “44 million additional teachers are needed to achieve universal primary and secondary education by 2030” (2024, p.3) these statistics are concerning.

This paper presents the findings from a rapid review and an exploratory study comparing the Australian context with Europe in relation to wellbeing content in ITE programs. Using a rapid evidence assessment approach (Thomas et al., 2013), we conducted a desktop review of wellbeing-related preparation in Australian ITE programs, followed by an illustrative comparison of wellbeing offerings at three major institutions each in Australia and Europe.

The aims of this study were to:

1. Examine the current state of wellbeing education in Australian ITE programs by
   1. identifying the presence and depth of wellbeing content, and
   2. identifying the extent to which these programs address both teacher and student wellbeing.
   3. Compare the presence and depth of wellbeing content in selected cases across context (Australia and Europe) to inform future research.

This study has been informed by the OECD’s conceptual framework for measuring teachers’ occupational wellbeing (Viac & Fraser, 2020). This framework provides a rationale for looking at teacher wellbeing in this context. According to the framework, a teacher’s wellbeing is influenced by the policy context in which they work, their own characteristics or dispositions, and school characteristics. Key to this research is the connection between teacher wellbeing and outcomes; both for the teacher in terms of stress and intention to the profession, and at the classroom level and student outcomes.

The study findings highlight the critical need for improved teacher wellbeing support within ITE programs to ensure future educators are well-prepared to maintain their professional resilience and foster student wellbeing.

This study employed a two-phase approach: a rapid evidence assessment (REA) of the Australian context, followed by a comparative case study of teacher wellbeing content in initial teacher education (ITE) programs across Australia and Europe. The REA focused on accredited teaching programs (bachelor and master's degree level) for 2024, including only units with "wellbeing" in the title, overview, or outcomes. Data collection began with obtaining a list of accredited ITE providers from the Australian Institute for Teaching and School Leadership. Each provider's website was systematically searched, and detailed information was recorded for relevant units, including code, title, overview, assessment information, and learning outcomes. The study identified 139 units for the desktop review. Data was compiled into a structured format, extracting information on unit type, course type, and wellbeing content focus. Descriptive quantitative analysis determined the frequency and distribution of wellbeing units across providers, examining variations between institutions, regions, and course types. Content analysis of unit overviews, learning outcomes, and assessment information identified explicit references to teacher wellbeing and explored its conceptualization within the curriculum. Thematic analysis identified common themes and approaches in wellbeing education across the sector. A comparative case study approach was used to explore differences across context. Three major institutions each from Australia and Europe were selected, matched based on course offerings, rankings, and pre-service teacher cohort size. A detailed content analysis was performed on the unit overviews, learning outcomes, and assessment information of wellbeing units offered at the case institutions. This analysis focused on identifying explicit references to teacher wellbeing and exploring how it is conceptualized and addressed within the curriculum. From this analysis, case studies were produced to enable an illustrative comparison of different approaches across contexts. Limitations of this methodology include reliance on publicly available information, which may not fully reflect actual classroom practices or recent updates. The depth and quality of information varied between institutions, potentially impacting the consistency of analysis across providers. Given the contextual differences in terms of policy, population and practice between cases, the case comparison is not intended to yield generalisable results but to illustrate different approaches to wellbeing content in ITE.

This rapid review of wellbeing content in ITE programs reveals a significant gap in preparing future educators for the challenges they will face in their profession. While many ITE courses contain wellbeing units that include components related to student wellbeing, pedagogy, inclusive practices, professional responsibilities, and child development, there is a notable lack of explicit focus on teacher wellbeing and stress management. The key focus areas identified in wellbeing units across contexts included student wellbeing, health and physical education, inclusive practices, professional responsibilities, child development (including social and emotional learning), and to a lesser extent, teacher wellbeing. However, our findings indicate that few programs explicitly address teacher stress and wellbeing, highlighting a critical need for improved support within ITE programs. This gap has significant implications for the teaching profession and education sector as a whole, given the potential impact of teacher wellbeing on students and the workforce (Viac & Fraser, 2020). Inadequate preparation in teacher wellbeing can contribute to: 1. Increased teacher stress and burnout 2. Lower initial course completion rates for pre-service teachers 3. Reduced teacher retention and workforce sustainability 4. Student outcomes The findings of this study contribute to the growing body of international research on teacher wellbeing and emphasize the need for comprehensive wellbeing preparation within ITE programs. Such preparation is essential to ensure that future teachers are equipped not only to support their students' wellbeing but also to maintain their own professional resilience. Addressing this gap in teacher wellbeing education within ITE programs has the potential to improve the status and attractiveness of the teaching profession, enhance teacher retention, and ultimately contribute to better educational outcomes for students. Further research and development in this area are crucial for creating a sustainable and thriving teaching workforce capable of meeting the complex challenges of modern education.

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