The COVID-19 pandemic has provided educational stakeholders with an opportunity to reflect on our visions for healthy schools and how we can best organize schools to support these visions. Kristabel Stark, Neesha Daulat, and Simon King explain why teachers’ emotional well-being matters for the health of school organizations and why the nature of teachers’ emotional well-being is often misunderstood. They then share the findings of a qualitative study in which they interviewed nine educators who are leading a re-envisioning of teacher well-being in their schools and districts. They conclude with ideas for how schools can shift their organizational cultures to better support teachers’ emotional well-being.
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