Blog

As we settle into the rhythm of the 2025-26 school year, much of the focus is on meeting students’ academic, behavioral, and emotional needs. A growing focus is on student well-being, because it affects all other aspects of learning and development. When students feel emotionally safe, connected, and supported, they are more able to focus, engage, and persevere through challenges. Conversely, when students experience chronic stress or emotional distress, their ability to learn and regulate behavior diminishes. Prioritizing student well-being is not at odds with academic skills; it actually makes learning possible.

While student well-being is important, one of the most powerful influences on student well-being may be being ignored: the well-being of teachers themselves. When teachers are able to show up as their best selves, they can model appropriate attitudes and coping skills, helping students learn what it means to be a successful person. Well-regulated teachers can also lend their regulated nervous systems to dysregulated students in a process called co-regulation, where someone who is calm can help regulate someone in distress by offering assistance, as well as by modeling calmness (Salamon, 2024). Research shows that teachers with higher levels of well-being tend to have students who also exhibit higher levels of well-being. So, when it comes to improving student outcomes, where is the focus on teacher well-being?

Why Teacher Well-Being Matters

Students notice more than some realize. They pick up on teachers’ moods, stress levels, and emotional tone. When teachers feel calm, supported, and confident, students are more likely to mirror those emotions. In contrast, chronic stress or burnout can unintentionally impact classroom dynamics, resulting in increased tension and decreased engagement.

According to research, having good relationships with teachers and teachers showing positive behavior towards students is one of the main factors that can affect students’ levels of well-being at school (Horanicova et al., 2024). It makes sense that when teachers try to invest in good relationships with students, outcomes improve. Higher levels of teacher well-being are associated with higher levels of student well-being and lower levels of student psychological distress, and better teacher-student relationships further improve these outcomes (Harding et al., 2019). The opposite was also found to be true: when teachers are depressed, students’ well-being and psychological health suffer.

Building Relationships

One of the most supportive things teachers can do to improve student well-being is to invest in developing positive relationships with students. This can be done by spending a small amount of time with a challenging student every day, greeting students every day as they enter the classroom, and making sure that students receive more positive than negative feedback throughout their time with you. When students have better relationships with teachers, they may be more regulated, focused, or motivated. However, teachers can only lend students what they have, so teachers must make their own social and mental health a priority.

Focusing on Teacher Mental Health and Well-Being

Working on your relationships with students is helpful, but not the whole picture. Making sure that you are taking care of yourself can let students know that you can provide a stable foundation for them to use for support. Teachers can focus on their well-being and mental health by setting boundaries around work and maintaining realistic workloads, creating support networks, and investing in personal and professional self-care.

A Culture of Collective Well-Being

Ultimately, student well-being is the product of a collective effort. Schools that prioritize positive relationships and emotional health and well-being create environments where both educators and students can thrive.