Teacher attrition, particularly in early career stages, undermines sustainable education. Developing teachers’ sense of agency and well-being is therefore critical, especially for second-career teachers who bring valuable prior knowledge and professional experience. This study explored how narrative pedagogy combined with agency-focused instruction supports second-career students’ professional development. Using qualitative methodology, we analyzed reflective compositions written by 12 special education students in a year-long course. Three main themes emerged: First, narrative approaches enabled students to develop their personal and professional identities. Second, participants experienced the approach as creating relational safety, a psychologically secure environment supporting authentic sharing and collaborative learning. Third, participants envisioned implementing agency processes with their future students while acknowledging systemic challenges. These insights underscore the potential contribution of incorporating narrative and agency-based approaches into teacher education. Such approaches may strengthen resilience and well-being as students transition into practice, thereby supporting reduced attrition and advancement of sustainable education goals.
Fine et al. (Fri,) studied this question.