What does this research mean for the field?

Combined mindfulness and social-emotional learning interventions, mindfulness-based approaches, and multi-component positive psychology interventions are the most consistently effective strategies for promoting educator wellbeing and resilience, with successful implementation benefiting from systems-informed approaches that actively involve staff. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To systematically chart school-based positive psychology interventions designed to promote educator wellbeing and resilience and examine how they are implemented in practice.

September 6, 2026Teaching and Teacher EducationOpen Access

Positive psychology interventions to promote resilience and wellbeing among educators: A scoping review

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Authors

LTLuke Tomlin TBTimothy Budden ASAaron Simpson

Discussion

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Overview

Scoping review finds mindfulness and social-emotional learning programs boost resilience and wellbeing in educators, highlighting the need for systems-informed implementation.

Key Points

To systematically chart school-based positive psychology interventions designed to promote educator wellbeing and resilience and examine how they are implemented in practice.
Conducted a scoping review of randomized and non-randomized studies published between 2000 and 2025.
Identified and analyzed 247 sources comprising 135 quantitative, 48 qualitative, and 64 mixed-methods studies targeting instructional, leadership, and support staff.
Combined mindfulness and social-emotional learning interventions (n = 56), mindfulness-based approaches (n = 52), and multi-component positive psychology interventions (n = 37) were the most frequent and consistently effective strategies.
Interventions primarily targeted self-regulation, mindfulness skills, teacher self-efficacy, and interpersonal relationships to enhance educator resilience.
Qualitative findings indicated that systems-informed approaches that actively involve staff in intervention design and delivery substantially improve implementation success.

Cite This Study

Tomlin et al. (2026) studied this question.

synapsesocial.com/papers/6a9d1df228139818eab20a7a https://doi.org/10.1016/j.tate.2026.105810

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September 6, 2026Teaching and Teacher EducationOpen Access

Positive psychology interventions to promote resilience and wellbeing among educators: A scoping review

View Full Paper

Ask AI

Bookmark

Authors

LTLuke Tomlin TBTimothy Budden ASAaron Simpson

Discussion

Member takes

Overview

Scoping review finds mindfulness and social-emotional learning programs boost resilience and wellbeing in educators, highlighting the need for systems-informed implementation.

Key Points

To systematically chart school-based positive psychology interventions designed to promote educator wellbeing and resilience and examine how they are implemented in practice.
Conducted a scoping review of randomized and non-randomized studies published between 2000 and 2025.
Identified and analyzed 247 sources comprising 135 quantitative, 48 qualitative, and 64 mixed-methods studies targeting instructional, leadership, and support staff.
Combined mindfulness and social-emotional learning interventions (n = 56), mindfulness-based approaches (n = 52), and multi-component positive psychology interventions (n = 37) were the most frequent and consistently effective strategies.
Interventions primarily targeted self-regulation, mindfulness skills, teacher self-efficacy, and interpersonal relationships to enhance educator resilience.
Qualitative findings indicated that systems-informed approaches that actively involve staff in intervention design and delivery substantially improve implementation success.

Cite This Study

Tomlin et al. (2026) studied this question.

synapsesocial.com/papers/6a9d1df228139818eab20a7a https://doi.org/10.1016/j.tate.2026.105810

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