Wellbeing education for future teachers: A desktop review

Abstract Amid growing global concern over teacher burnout and attrition, this article examines the extent to which initial teacher education (ITE) programs address the wellbeing preparation needs of future teachers. Employing a rapid evidence assessment approach, a desktop review was conducted of accredited ITE programs offered by 48 Australian tertiary institutions in 2024. Within the programs offered at these institutions, a total of 136 units of study with a focus on wellbeing were identified and analysed. The findings indicate that student wellbeing is the predominant focus within these units, with only 31% of providers offering content explicitly related to teacher wellbeing. This imbalance highlights a critical gap in the preparation of pre-service teachers, particularly in equipping them with the skills and knowledge needed to manage their own wellbeing. This study underscores the need to embed evidence-informed approaches to both student and teacher wellbeing across ITE curricula, and provides an innovative illustration of how artificial intelligence can be used robustly within a desktop review. Further research is warranted to explore how policymakers, regulatory bodies and ITE providers can work collaboratively to ensure early-career teachers are prepared to support student wellbeing while sustaining their own professional wellbeing.