BERA Small Grants Final Report: the wellbeing of student teachers: co-created guidance for Initial Teacher Education providers

Executive Summary
This small-scale, qualitative study explored how Initial Teacher Education (ITE) providers can better support the wellbeing of student teachers, a pressing concern in the context of global teacher recruitment and retention challenges. Drawing on co-created insights from 16 participants; including student teachers, early career teachers (ECTs), and mentors; six online focus groups were held to explore the lived experiences of those undergoing and supporting ITE in England. Participants discussed the support they received, what they wished they had known from the start of their ITE, and what advice they would give the next cohort of student teachers.
Four themes emerged from our analysis: expectations versus reality, stressors and solutions, building relationships and flourishing, and looking after yourself and others. Findings highlight tension between student teachers' expectations and the demands of the profession, including workload, financial pressures, and the duality of being a student and a professional. Strong relationships with peers, mentors, and provider staff were consistently identified as supportive factors for wellbeing, along with realistic preparation for placements, peer networks, and opportunities for open dialogue.
The study concludes that ITE providers already work hard to support their students, which is evident in the findings, and acknowledges the constraints providers in England face. Our findings suggest that strategies such as embedding transparency, promoting peer support and create safe, reflective spaces for student teachers to share their experiences may bolster student teacher wellbeing.