ABSTRACT
Practitioners and school leaders can look at the topic of staff wellbeing from two different perspectives. Where practitioners have poor wellbeing it is likely that they will be stressed or their attention will be distracted from their professional role. Improvements in practitioner wellbeing can be brought about by both individual and collective actions on the part of the practitioner or through actions taken by school leaders by school-wide actions. In order to take a whole school approach to develop the wellbeing of practitioners, it is key to understand the current situation and how the wellbeing of practitioners is being impacted. Employee mental wellbeing has benefits in terms of increased commitment and job satisfaction, staff retention, reduced absences and improved performance. N. Dogra and S. Leighton point to the importance of empowerment and enabling individuals to take responsibility for their wellbeing through offering environments where there is openness to talk about mental health.
