Natasha Raheem, Assistant Vice Principal, Dixons Teaching Institute, UK Teaching during the pandemic has challenged the ‘everyday resilience’ needed by teachers to maintain their commitment and effectiveness (Day et al, 2011, p.5). Ostensibly, COVID-19 impacted on recruitment and retention positively with slightly higher recruitment and retention rates. However, this was a short-term gain (Worth, 2022). Recent data paints a bleak picture, with teacher training applications down by 24 per cent (Worth, 2022); one in three teachers intending to leave teaching within five years due to increased workload, and 95 per cent concerned about the impact of teaching on their wellbeing (Weale, 2021). To improve wellbeing, there can be a narrow focus on reducing workload through whole-class feedback and efficient data systems. While this is helpful, it may not adequately address work-related stress, depression or anxiety, of which teaching staff and education professionals report the hig
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