How positive psychology interventions could help reduce teacher burnout and turnover, retain valuable knowledge and experience in our schools, and create better learning environments for students was the focus of a new study.

PhD Candidate Luke Tomlin, from the School of Human Sciences at The University of Western Australia and The Kids Research Institute Australia, was lead author of the study published in Teaching and Teacher Education, which looked at how positive psychology interventions could be better designed and delivered to support teacher wellbeing and resilience.

“Teacher burnout is a major challenge worldwide – a recent Australian study found that 90 per cent of teachers reported severe stress, while nearly 70 per cent said their workload was unmanageable,” Mr Tomlin said.

“They are under enormous pressure to meet growing expectations in their roles. Teachers are juggling heavy workloads, administrative tasks, challenging student behaviour, demanding parents and the emotional pressures of the profession, often with limited support.”

Researchers reviewed 247 sources spanning 25 years of research across 42 countries, examining the types of interventions being used, outcomes being measured, reported effects, and factors that may influence their implementation and effectiveness.

The most frequently identified approaches, and those most consistently associated with positive effects, were combined mindfulness and social-emotional learning interventions, mindfulness-based approaches and multi-component positive psychology interventions.

“These interventions typically aimed to strengthen self-regulation and mindfulness skills, enhance teacher self-efficacy, and cultivate positive relationships to promote wellbeing and resilience,” Mr Tomlin said.

The findings suggest successful implementation involves a whole-school approach that combines efforts to build teachers’ capabilities, strengthen their connections with others, and create working conditions that support wellbeing, while actively involving staff in the design and delivery of wellbeing initiatives.

“Teacher wellbeing is a shared responsibility that requires building teachers’ individual capabilities, strengthening relationships and support, and creating working conditions that help them thrive,” Mr Tomlin said.

“Better working conditions for teachers also mean better learning conditions for students.”