Starting Strong: Windows on Pre-Service Teachers’ Wellbeing as They Transition to Higher Education

This study explores pre-service teacher (PST) wellbeing and resilience as they transition into their first year in a university-based initial teacher education (ITE) programme, with a focus on how institutional, pedagogical, and relational supports facilitate this transition. Using a mixed-methods approach, data were collected from the 2024 cohort of PSTs through the Hua Oranga and Cantril wellbeing scales, the Professional Quality of Life Scale (ProQOL-5), Ego-resiliency Scale (ER89), and focus group interviews. PSTs reported a strong sense of wellbeing, resilience, and belonging, particularly in relation to culturally grounded frameworks, peer and academic relationships, and university support services. Three themes emerged from the qualitative analysis: (1) intentional programme design supporting wellbeing; (2) practicum as a source of stress and resilience; and (3) pedagogical and peer relational elements of the Higher Education (HE) experience. The findings suggest that a value-based approach to programme design and the use of relational pedagogies may foster resilience as PSTs manage institutional expectations and challenges.