Teachers report significantly higher levels of job-related stress compared to other working adults (RAND, 2025), leading many teachers to leave the profession within the first five years (Johnston, 2025; Wong, 2023). Not only are teachers more likely to leave when they are stressed and burnt out, but stress and burnout are associated with reduced teacher self-efficacy (Brunsting et al., 2024) and negative student outcomes (Madigan & Curran, 2021). On the other end of the spectrum, studies have found that a teacher's well-being is positively associated with their students' well-being (Bilz et al., 2022; Harding, et al., 2019). Although systemic changes in education are needed, supporting teachers' well-being and flourishing can help reduce teacher attrition, increase retention, and improve student outcomes. Schools of education are in a unique position to equip educators with the skills and expertise to flourish.

According to Harvard University’s Flourishing Program, flourishing can be defined as “the relative attainment of a state in which all aspects of a person’s life are good, including the contexts in which that person lives” (VanderWeele & Lomas, 2023). In order for an individual to flourish, they are likely doing well in the following areas: (1) Mental and Physical Health (2) Meaning & Purpose (3) Close Social Relationships (4) Character & Virtue and (5) Happiness & Life Satisfaction (VanderWeele, 2017). 

Teachers can make an incredible difference in the lives of young people by flourishing and promoting flourishing in their classrooms. Therefore, focusing on flourishing within teacher preparation and training programs is the first step towards a much-needed paradigm shift in education.