Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.

Childhood trauma has well-documented negative psychological and school-related impacts. Yet, limited research has examined teachers’ experiences and training regarding trauma-impacted students. The current study aimed to identify how teachers respond to student trauma, the availability of resources and training for trauma response, and the wellbeing and professional practice issues of teachers regarding student trauma. Interviews with 27 Victorian, Australian, primary, and secondary school teachers revealed variation in response to student trauma, differing levels of knowledge and training, and differing school policy and resources to manage trauma-impacted students and parents. Prior experience and training increased teachers’ perceived wellbeing and capacity to effectively respond to student trauma. Results of this study contribute unique insight toward development of targeted resources and school programs to reduce negative impacts of trauma on children, and the teachers who support them.

This paper evaluated the unique challenges of Australians in relation to the global novel coronavirus (COVID-19) pandemic. The 2019-2020 bushfires and COVID-19 outbreak have increased rates of anxiety and distress in Australia. On the contrary, unprecedented spending by the Australian Government on health care, employment, and housing has potentially lowered anxiety and stress for some Australians. Research is required to monitor the potential long-term mental health consequences of COVID-19 in Australia. (PsycInfo Database Record (c) 2020 APA, all rights reserved).