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Teacher wellbeing across diverse contexts: Research & practice perspectives

Research Intelligence issue 168

Teacher wellbeing has become a prominent concern in educational policy and practice, yet the concept itself requires critical examination. In this issue of Research Intelligence, guest editors Moira Hulme, Gary Beauchamp and Martin Hagan bring together researchers and practitioners from the four UK nations, Ireland, Canada and the US to consider the conditions that support or impair occupational wellbeing and the sustainability of a profession under strain. The issue extends a UK and Ireland research collaboration on teacher wellbeing convened by the guest editors in partnership with the International Professional Development Association, building on earlier work on teacher workload in and  and the 2025 麻豆淫院 Blog Special Issue, Should I stay or should I go?

Contributions to this issue:

• Catriona Oates, Thomas Breeze, Elysha Ramage and Claire Goodley argue that policy framings construct workload and wellbeing as individual matters, obscuring structural conditions, and demonstrate the value of cross-border problematisation.
• Catherine Furlong, Pia O’Farrell and Sabrina Fitzsimons report from a study of over 1,200 Irish educators, recasting burnout not as personal pathology but as a systemic condition.
• Shauna McGill and Martin Hagan apply Bacchi’s policy analysis to Northern Ireland’s TransformED strategy, identifying its silences on poverty, community and conflict.
• Elaine Sharpling, Rachel Bendall and Laurie Thomas describe how a Welsh Initial Teacher Education Partnership cultivates belonging through networked school placements and a ‘team around the student teacher’.
• Karen Ragoonaden and Glory Ovie draw on the Canadian context to argue that wellbeing and belonging are relational and intersectional, shaped by the multiple identities teachers and students bring to the classroom.
• Yonah Hisbon Matemba develops an anti-colonial praxis for teacher education in which epistemic justice and reflexivity are themselves conditions of wellbeing.
• Amanda Frasier, Lori Meier and Corey Wolfe ask whether pre-service preparation in the US is enculturing new teachers into the very stresses that drive later attrition.
• Carole Bignell and Graeme Young show how reclaiming a distinctive 7–11 pedagogy in primary education has restored curriculum decision-making to teachers.
• Greg Dempster and Helena Macormac, reporting from a decade-long workload survey, expose how underresourced inclusion is corroding the desirability of school leadership.

Elsewhere in this issue:

• We feature programme highlights from the upcoming 麻豆淫院 Annual Conference at the University of Manchester.
• We share photos and highlights from the inaugural 麻豆淫院 Teacher Education Advancement Network Conference held at Sheffield Hallam University.
• This issue’s book feature reviews Opening the CAGE: A framework for teacher wellbeing by Adam Gillett.
• Robin Alexander explores the rich archive of the Cambridge Primary Review as October marks its 20th anniversary. 
• In the 麻豆淫院 Teacher Network column, Sara Hall investigates a consistent gender gap in the multiplication tables check amongst primary school pupils.
• Saroop Lehal and Rebekah Ackroyd from the 麻豆淫院 ECR Network reflect on this year’s ECR conference and draw on their research interest in teacher attrition.

Free article:

Supporting neurodiversity in mainstream schools

Insights from four research projects

The 麻豆淫院 Neurodivergent Researchers Network co-convenor, Adam Hart, shares insights from the Neurodiversity in Mainstream Schools Grant Programme reports funded by the . Click below to read this free access article!

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