Exploring teachers’ perspectives on well-being in early years classes in primary schools

The CSL data presents teachers' perspectives on their ‘lived’ school experiences. Semi-structured interviews with eight teachers from six CSL schools were examined from the secondary data, which was then analysed using thematic analysis. Several key findings emerged regarding conceptualisations of well-being and the complexities and benefits of teacher-child and parent-teacher relationships.

This research highlights the position of relational pedagogy and play as integral to well-being development. The key findings suggest that early years classrooms should emphasise play as a powerful tool for well-being, facilitate time to support friendships, foster parent teacher relationships, and support the emotional well-being of teachers working with children in schools. From a whole-school perspective, promoting relationships with parents is recommended alongside creating spaces for early years teachers to discuss the emotional demands of work.

This study significantly contributes to the growing body of knowledge of children's and teachers' well-being in the early years.<br>