Understanding regional, rural and remote teacher wellbeing narratives through podcasting: a qualitative analysis of multiple stakeholder perspectives

Abstract Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: structured support systems, personal wellbeing management, community integration, environment adaption, and professional resilience. These interconnected themes demonstrate that wellbeing in RRR contexts is nurtured through both formal frameworks and individual agency, as well as through meaningful engagement with place and community. Podcasting as method enabled authentic, reflective storytelling, amplifying the voices of those immersed in the experiences. This study highlights the importance of fostering support, strength-focused environments that sustain the wellbeing and professional growth of future educators in RRR settings.