An evidence-based approach to addressing teacher mental health and wellbeing

Concerns about teachers’ wellbeing and mental health have heightened since the pandemic (See et al., 2020; Müller, 2022). While this concern has been raised and discussed in several outlets – for instance in the recent issue of Research Intelligence (issue 152) and BERA Bites (issue 6), few evidence-based interventions have been suggested to address the problem. A team of us at Durham University, University College London and Mendel University in the Czech Republic have been testing a promising new intervention with our trainee teachers. This approach, known as Leadership Alphabet of Disposition Development Engagement and Reflection (LADDER©), was co-produced with teachers and developed by trainers at the Louisiana State University.