This study examines the discursive constructions of teacher wellbeing within the English education system. This research draws on qualitative interviews with senior leaders across primary and secondary schools in England to explore how leaders perceive, manage, and internalise narratives surrounding professional stress, support, and care. Using a discourse analysis framework, the study identifies and interrogates dominant narratives, including deficit, performance-oriented, and managerial discourses, that individualise responsibility for wellbeing and normalise unsustainable working conditions. These narratives often frame wellbeing as a personal responsibility tied to emotional regulation and professional resilience, thereby obscuring the structural and policy-driven contributors to burnout. However, the study also uncovers counter discourses wherein educators exercise agency through boundary-setting, reframing professional identities, and solidarity. Findings suggest that current institutional constructions of wellbeing may reinforce compliance rather than empowerment, and that authentic support for educators requires structural change, relational investment, and recognition of the emotional and ethical dimensions of teaching. While the study is grounded in the English context, its insights resonate globally, reflecting transnational challenges in teacher retention and professional sustainability.

Authors:
Marc Turu Porcel, University of Huddersfield, United Kingdom

About the Presenter(s)
Dr Marc Turu Porcel is the Subject Leader for Initial Teacher Education at the University of Huddersfield, United Kingdom. His research interests centre on school staff wellbeing, professional development, and the organisational culture of schools.

Connect on Linkedin
https://www.linkedin.com/in/marcturu/

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