Session Information
10 SES 10 C, Students' and Teachers' Wellbeing
Paper Session
Contribution
Considering the interconnected nature of personal, professional, and systemic challenges faced by teachers, understanding and addressing teacher wellbeing is imperative, never more-so than during the current poly-crises confronting education systems globally. Our proposition is that mandating the inclusion of evidence-informed teacher wellbeing content in initial teacher education (ITE) programs will enhance the preparation of pre-service teachers (PSTs) and better equip them for the realities confronting them as they transition to become early career teachers.
ITE programs in Australia must meet accreditation standards and address the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2022a). Because teacher wellbeing is not included as a professional standard that must be addressed, it is therefore left to providers to determine if and how they approach the topic. Consequently, PSTs being introduced to teacher wellbeing knowledge and skills varies around the nation. The development of a lifelong learning mindset, as advanced in the UNESCO and International Task Force on Teachers for Education 2030 Global report on teachers (2024), is considered a protective strategy, achieved via a shared definition of professional skills and knowledge to guide teacher education and development (OECD, 2005). Despite these aspirations, there is similarly wide diversity of program content in Europe due to local contexts and institutional controls (Caena, 2014).
The research was grounded in a holistic understanding of wellbeing, as defined by the World Health Organisation (WHO), which encompasses not only the absence of disease but also the ability to cope with stress, work productively, and contribute to one's community (WHO, 2021). The framework also draws on Indigenous ways of knowing, being, and doing, ensuring that the integration of wellbeing is culturally appropriate and inclusive (AITSL, 2022b).
The aim of this paper is to examine how the integration of teacher wellbeing into initial teacher education (ITE) programs can be done effectively to reduce early career teacher attrition, improve system sustainability and improve educational outcomes for students. We examine and draw upon European policy and practices in wellbeing education in ITE and the ways in which some European countries where they have introduced professional standards for teachers have incorporated wellbeing into ITE programs (for instance, Estonia) (Kutsekoda, 2018; Pedaste et al., 2019). We also consider the situation in Ireland where wellbeing has been embedded within the higher education sector (of which ITE is a subset), with three approaches being utilised: mandatory content, elective content and via curricular infusion (Byrne & Surdey, 2021; Surdey & Byrne, 2024).
The European context provides valuable insights and potential strategies for integrating teacher wellbeing into ITE programs in Australia and beyond against a backdrop of poly-crises, such as climate change, societal reactions and responses to terrorism, and shifting global allegiances.
Length: up to 600 words (currently 533
Method
Conducted in Australia in late 2025, two research questions guided the research: 1. How might the inclusion of social and emotional well-being focused content in ITE programs impact pre-service teachers’ perceived readiness for the classroom? 2. What are some effective principles for embedding well-being education within existing ITE curricula while meeting accreditation requirements? In this research, situated within a pragmatic research paradigm, we undertook a mixed methods approach (Mertens, 2015), consisting of a literature review, stakeholder consultation, comparative analyses, which informed the development of guiding principles and recommendations. An extensive review of existing literature on teacher wellbeing, attrition rates, and the impact of wellbeing on both teachers and students was undertaken. This review established the foundational understanding of the current state and gaps in ITE programs in Australia (Cotton et al., under review). A contextual analysis was undertaken to provide a comprehensive understanding of the current landscape of ITE programs in Australia, including a review of the Australian policy context, workforce challenges, international policy contexts, and pre-service teachers’ experiences (Lemon & McDonough, 2020). Stakeholder consultation was an important feature of this research. After ethics approval was gained, interviews and focus groups were conducted with a range of Australian-based experts (n=14) in student wellbeing, teacher wellbeing, mental health, and initial teacher education. These consultations provided valuable insights into global and national trends, current practices and potential strategies for integrating wellbeing into ITE programs. The consultations informed the development of a set of guiding final principles and recommendations for future work, both for stakeholders and for ongoing research. A comparative analysis of other professions that have successfully integrated wellbeing into their training programs, such as medicine and psychology, was also undertaken. These analyses provide a framework for potential strategies that could be adapted for ITE in Australia, with potential applicability in other systems. The research led to the development of seven guiding principles to inform the creation of wellbeing subjects in ITE programs, and an overarching principle, namely, that all Australian initial teacher education programs should explicitly teach pre-service teachers about teacher wellbeing. Teacher wellbeing should be a common thread throughout ITE programs (including discipline-specific content and during professional experience) and be the explicit focus of at least one mandatory subject. These principles, underpinned by Indigenous ways of knowing, being and doing, are designed to be flexible and adaptable to the diverse contexts of ITE providers (Keamy et al., under review).
Expected Outcomes
Our research has identified key challenges, gaps, and opportunities for integrating teacher wellbeing, drawing on both national and international insights. We conclude that whilst teacher shortages are a global issue, understanding specific contexts is crucial. Consequently, integrating teacher wellbeing into ITE programs in Australia is considered essential for reducing early career teacher attrition and improving educational outcomes. However, we are at pains to stress that teacher wellbeing should not be seen solely as a self-management strategy whereby responsibility is placed on the individual to maintain their own wellbeing rather than it being seen as a broader workplace and system. The principles provide a framework for embedding teacher wellbeing into the ITE curriculum through mandatory content, elective content, and curricular infusion. Wellbeing, we argue, should be a common thread throughout ITE programs and the explicit focus of at least one mandatory subject. Expected outcomes include improved teacher retention rates, enhanced teacher preparedness for managing personal and professional wellbeing, and a positive ripple effect on student outcomes. The research also highlights the importance of collaboration between ITE providers, schools, and education departments to create a supportive ecosystem for teacher wellbeing. Future research will focus on evaluating the impact of wellbeing-focused ITE programs on teacher retention rates and student outcomes, as well as exploring the effectiveness of different professional development models for enhancing in-service teachers' wellbeing strategies. This research aims to contribute to a more resilient, effective, and sustainable education system in Australia.
References
Australian Institute for Teaching and School Leadership. (2022a). Accreditation of initial teacher education programs in Australia. Standards and procedures. AITSL. https://www.aitsl.edu.au/tools-resources/resource/accreditation-of-initial-teacher-education-programs-in-australia---standards-and-procedures Australian Institute for Teaching and School Leadership. (2022b). Building a culturally responsive Australian teaching workforce: Final report for Indigenous cultural competency project. Education Services Australia. https://www.aitsl.edu.au/docs/default-source/comms/cultural-competency/aitsl_indigenous-cultural-competency_final-report_.pdf Australian Medical Students’ Association. (2025). Policy document: Mental health and wellbeing. https://amsa.org.au/wp-content/uploads/2025/06/Mental-Health-and-Wellbeing-2025.pdf Australian Psychology Accreditation Council (APAC). (2019). Accreditation standards for psychology programs. https://apac.au/wp-content/uploads/2021/09/APAC-Accreditation-Standards_v1.2_rebranded.pdf Byrne, D., & Surdey, J. (2021). Embedding wellbeing across the curriculum in higher education. Union of Students in Ireland and National Forum for the Enhancement of Teaching and Learning in Higher Education. https://usi.ie/wp-content/uploads/2021/10/Supporting-Wellbeing-in-Practice-October-2021.pdf Caena, F. (2014). Teacher competence frameworks in Europe: Policy-as-discourse and policy-as-practice. European Journal of Education, 49(3), 311–331. https://doi.org/10.1111/ejed.12088 Cotton, W., Smith, L., Aston, R., Clinton, J., White, M., & Karimullah, M. (under review). Wellbeing education for future teachers: A desktop review. Keamy, R. “Kim,” Quach, J., Dawson, G., & Smith, L. (under review). Start. And stay: Incorporating teacher wellbeing into initial teacher education [Industry Report]. Kutsekoda. (2018). Professional standard: Teacher EstQF level 6. www.kutsekoda.ee Lemon, N. S., & McDonough, S. (2020). Building and sustaining a teaching career: Strategies for professional experience, wellbeing and mindful practice. Cambridge University Press. https://doi.org/10.1017/9781108642095 McCuaig, L., Enright, E., Rossi, T., & Macdonald, D. (2021). Personal and system costs of teachers’ health work. In Teachers as Health Workers (pp. 164–174). Routledge. http://dx.doi.org/10.4324/9781003247876-14 Mertens, D. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). Sage. Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD. https://doi.org/10.1787/9789264018044-en Organisation for Economic Co-operation and Development. (2025). Education at a glance 2025: OECD indicators. OECD Publishing. https://doi.org/10.1787/1c0d9c79-en Pedaste, M., Leijen, Ä., Poom-Valickis, K., & Eisenschmidt, E. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education, 54(3), 389–399. https://doi.org/10.1111/ejed.12346 Surdey, J. F., & Byrne, D. (2024). Wellbeing in the curriculum: Opportunities and challenges for higher education. In M. S. Edwards, A. J. Martin, N. M. Ashkanasy, & L. E. Cox (Eds.), Research Handbook of Academic Mental Health. Edward Elgar Publishing. https://doi.org/10.4337/9781803925080.00026 UNESCO & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000388832 World Health Organisation. (2021). Health promotion glossary of terms. https://www.who.int/publications/i/item/9789240038349
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