This study explores post-primary teachers’ perceptions and attitudes towards the concept of wellbeing and the implementation of the Junior Certificate Wellbeing Guidelines in Ireland. The key objective were to understand teachers' interpretations of wellbeing, identify enabling factors and barriers to promoting wellbeing in schools, and illustrate effective approaches to promoting and enhancing wellbeing. A mixed-method design was employed, combining self-report questionnaires and semi-structured interviews with a sample of 60 post-primary teachers across various career stages. Quantitative results highlight a significant relationship between teacher’s familiarity with the guidelines and their perceptions of curriculum efficacy in supporting student wellbeing. Additionally, a shared vision of wellbeing among school communities was found to be essential for adopting a whole-school approach. Qualitative results reveal the barriers that exist to effective implementation of the Wellbeing guidelines, which include, lack of time, limited teacher skillset, teacher wellbeing, and the prioritisation of academic achievement over social and emotional learning. Teachers emphasised the need for professional development, and practical connected approaches to wellbeing and urged for the recognition of how staff wellbeing is crucial for student wellbeing. The study portrays the complex interplay between individual, interpersonal, community, and societal influences on wellbeing, mapped across the Bronfenbrenner Ecological Framework. The findings underscore the importance of comprehensive teacher consultation and training in education reform processes and the importance of establishing a shared vision of wellbeing in individual schools for meaningful wellbeing promotion and impact.

Keywords: Wellbeing, Teachers, Students, Education, Leadership, Policy, Mental health.