Navigating Wellness and Teachers' Experiences: Promoting Physical Health in Schools

This study examined the lived experiences of teachers in promoting physical health within the school setting, with an emphasis on the intersection of wellness, instruction, and school culture. Specifically, it aimed to examine how teachers actively engage in initiatives that support students' physical well-being and how they cope with the challenges encountered during implementation. Adopting a phenomenological approach, the study sought to deeply understand the lived experiences of the 10 teacher participants who engaged in in-depth interviews (7 participants) and focus group discussions (3 participants). Thematic analysis revealed a range of experiences, with one key theme: Promoting Physical Health in Schools and Embracing Wellness as a Shared Responsibility. Despite positive efforts, teachers faced notable challenges. These included Limited Resources and Facilities for Physical Wellness Activities and Student Apathy and Behavioral Barriers to Participation, both of which hindered consistent engagement in wellness programs. In response to these obstacles, teachers adopted various coping strategies. Themes such as Resourcefulness and Creativity in Program Implementation and Emotional Endurance and Positive Framing Amid Resistance reflected their commitment to sustaining wellness efforts despite adversity. The study also yielded meaningful insights for educational leadership and school wellness initiatives. Teachers emerged as Wellness Catalysts Beyond Curriculum Boundaries, taking on roles that extended beyond traditional instruction. Additionally, the themes of Resourcefulness and Adaptation as Cornerstones of Program Success and Collaboration and Community Involvement as Untapped Resources emphasized the need for greater support structures and partnerships.