What are the possibilities for promoting teacher resilience at the school level? Insights from the co‐development of a participatory approach in England

Abstract Alongside the growing teacher supply crisis, there are widespread concerns about the mental health and well‐being of teachers, leading to a growing interest in the concept of teacher resilience. In this article, we investigate the possibilities for promoting teacher resilience at the school level using a novel participatory approach. We report a process of ecology mapping conducted with eight project partner schools, which informed the co‐development of interventions within each school. Drawing upon data from ecology mapping interviews ( n = 103 teachers and school leaders), resilience planning meetings ( n = 25 school leaders) and post‐intervention interviews ( n = 85 teachers and leaders), we provide a comprehensive mapping of the enablers and barriers for promoting teacher resilience at the school level. The school‐level strategies for promoting teacher resilience which were perceived to be both desirable by teachers and feasible by leaders centred around fostering self‐determination and enacting work‐smart practices. However, these strategies are highly constrained by factors beyond the school, which need to be addressed for significant gains to be made towards a healthier, more sustainable school workforce.