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.