A new international study reviewing 247 research sources across 42 countries has identified promising ways to support teachers facing burnout, while highlighting the limits of wellbeing programs that focus only on individual coping skills.

The research found that mindfulness, social-emotional learning and positive psychology interventions frequently reported improvements in educator wellbeing. However, results varied between studies, and the review did not establish whether these programs directly reduce teacher turnover.

Led by University of Western Australia PhD candidate Luke Tomlin, the study was highlighted in an October 8, 2026, university announcement. Published in Teaching and Teacher Education, the findings point to the importance of combining individual wellbeing support with improvements to school working conditions.

What Did the Researchers Find About Teacher Wellbeing?

The researchers examined school-based interventions designed to strengthen wellbeing and resilience among teachers and other education staff. The review covered research published between 2000 and 2025, including 135 quantitative sources, 48 qualitative sources and 64 using mixed methods.

According to the published research paper, three types of interventions appeared most frequently and were among those most consistently associated with positive outcomes.

  • Mindfulness and social-emotional learning: Identified in 56 sources, these combined interventions focused on skills such as emotional awareness, self-regulation and building positive relationships.
  • Mindfulness-based approaches: Examined in 52 sources, these programs generally aimed to strengthen attention, emotional regulation and the ability to respond to stressful situations.
  • Multi-component positive psychology interventions: Identified in 37 sources, these combined several techniques intended to support psychological wellbeing, resilience and positive professional experiences.

Positive psychology interventions are structured activities designed to develop psychological strengths and support wellbeing. In the reviewed research, common aims included improving teachers' confidence in their professional abilities, developing emotional regulation skills and strengthening relationships within schools.

The findings were encouraging but not uniform. Researchers reported substantial differences in outcomes, meaning the review cannot establish that a particular intervention will deliver comparable benefits across different schools, education systems or working environments.

Why Teacher Burnout Cannot Be Addressed Through Individual Programs Alone

One of the review's important findings concerned the difference between helping teachers manage workplace pressure and improving the conditions that contribute to that pressure.

Many interventions examined in the research focused on individual capabilities, including stress management, mindfulness and emotional resilience. Fewer directly addressed organisational conditions or the wider school environment.

In the university's announcement, Tomlin identified heavy workloads, administrative responsibilities, challenging student behaviour and increasing professional expectations among the pressures facing teachers. He also highlighted the difficulties educators encounter when support is limited.

The review suggests that individual wellbeing activities may be more effective when supported by stronger professional relationships and working environments that make staff wellbeing a shared responsibility.

This distinction matters for schools considering new support programs. Training teachers to manage stress may offer benefits, but it does not necessarily change workload demands, available resources or the organisational conditions affecting their daily responsibilities.

The researchers therefore highlighted the potential value of a whole-school approach. Rather than concentrating exclusively on individual resilience, such an approach considers teachers' capabilities, professional connections and the conditions in which they work.

How Could Schools Improve Teacher Wellbeing Programs?

The research also examined factors that may influence how wellbeing interventions are introduced and sustained in schools. Its qualitative findings suggest that involving staff in the design and delivery of these initiatives could improve their suitability for particular workplaces.

This approach recognises that educators working in different schools may experience different pressures. A program developed without considering available time, professional responsibilities or school-level support may encounter practical difficulties during implementation.

The authors identified three connected areas that schools may need to consider when developing wellbeing initiatives:

  • Individual capabilities: Supporting teachers in developing skills related to emotional regulation, confidence and resilience.
  • Professional relationships: Strengthening connections and support among educators, colleagues and school leaders.
  • Working conditions: Considering organisational factors that influence whether teachers can participate in and benefit from wellbeing programs.

These areas reflect the review's broader recommendation for systems-informed approaches that consider both individual needs and workplace circumstances. However, the findings do not establish a single program structure that will work best for every school.

Does the Study Prove That Teacher Turnover Can Be Reduced?

Although reducing burnout and retaining experienced educators were important motivations for the research, the review did not demonstrate that any particular wellbeing intervention directly lowers teacher resignation rates.

The distinction comes from the study's design. Researchers conducted a scoping review, which systematically maps existing research to identify the interventions being used, the outcomes being measured and the factors that may influence their implementation.

Unlike a new controlled trial, the review did not introduce one intervention across participating schools and measure its effects on teacher departures. It also did not calculate a single overall reduction in burnout or turnover attributable to the programs examined.

Instead, the findings identify approaches associated with positive wellbeing outcomes and highlight areas where the evidence remains inconsistent or incomplete.

The research also considered interventions involving other school-based employees, including staff in instructional, leadership and support roles. This gives the findings relevance beyond classroom teachers, although the reported outcomes should not automatically be assumed to apply equally to every professional group.

What Happens Next for Teacher Wellbeing Research?

The researchers recommend developing wellbeing initiatives that take account of the wider school environment and actively involve educators in program design and implementation. Their findings provide a basis for further investigation into which combinations of individual support and organisational improvements produce lasting benefits.

Future research will also need to examine whether improvements in wellbeing translate into measurable changes in teacher retention. Establishing that connection would help determine whether particular interventions can address both the immediate pressures experienced by educators and the longer-term challenge of losing experienced school staff.

The university's October 8 announcement did not identify a new nationwide implementation program or a timetable for introducing the reviewed approaches across schools.

For now, the research offers a clearer picture of what has been studied, which approaches appear promising and why supporting teachers may require more than helping them cope with existing workplace pressures.