Educator and student well-being initiatives: Collaborating to connect health and practice within an Indigenous community in Nova Scotia, Canada

Schools worldwide are experiencing a well-being crisis, with educators facing excessive workloads, stress, and burnout. These challenges contribute to workforce attrition and coincide with increasing psychological distress, anxiety, and depression among young people. This study explored community well-being initiatives at an Indigenous school in Nova Scotia, Canada, examining approaches that support both educators and students. Conducted through a partnership between a post-secondary institution and a Major Junior Hockey Team, the study also examined how the Health-Promoting Schools (HPS) framework could be applied within an Indigenous school in Cape Breton. Seven participants, including educators, education assistants, school administrators, and hockey team management and players, provided demographic information and participated in individual interviews during spring 2026. Data were analysed thematically, generating four themes: staff well-being, concerns about student mental health, outdoor learning and movement, and creating positive school environments. Participants described supporting their well-being through self-care, social connections, community participation, and outdoor physical activity. Existing resources, including nature-based activities, outdoor learning, and Indigenous cultural practices, were identified as important supports. The findings corroborate existing qualitative research while highlighting the importance of participant voices and lived experiences. Further research should examine how community partnerships advance health and well-being innovation and sustainably support educators and students. These findings suggest that health promotion should be reimagined as proactive, cross-sector collaboration between health and education systems rather than a reactive response to emerging concerns. Schools provide strategic settings for promoting the well-being of teachers and staff. Educator well-being should therefore be recognised not only as a workforce concern but also as a health-system and population-health priority. Identifying systemic barriers, protective factors, and innovative strategies is essential to strengthening the sustainability and functioning of education systems in Nova Scotia. Keywords: Community partnerships, educator well-being, health-promoting schools, indigenous communities, student mental health