ABSTRACT
In the face of rising teacher attrition and burnout in the Nordic countries, it is essential to explore and implement strategies for teacher well-being and self-care to maintain a committed teacher workforce. This article explores self-care strategies employed by vocational teachers in schools located in disadvantaged areas of Oslo. These teachers navigate the tension between providing close support to a socially disadvantaged and vulnerable group of students while also taking care of their own well-being. The study was guided by the following research question: What strategies for self-care do vocational teachers in schools in disadvantaged areas use to maintain their own well-being? We draw on individual in-depth interviews with eight vocational teachers who, in the eyes of their students, succeed in building relationships with their students. The findings suggest that teachers utilise three main strategies: maintaining a sense of clarity in their role as teachers, sharing responsibilities and experiencing joy and pride in their work. The study highlights the importance of teachers’ self-reflection combined with social support. Additionally, it underscores the necessity of incorporating self-care into teacher education, emphasising that schools must actively promote teacher well-being through resources and supportive school cultures.
