‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive engage with the concept wellbeing. By asking to reflect on their practice, we can draw out relational experience knowledge about classroom. Twenty were interviewed practice context Covid-19 pandemic during academic year 2020–21. Reflexive thematic analysis reveals challenges experienced by teachers. Specifically, find perceived role conflict for between giving care purveying knowledge. We recent policy research work Nel Noddings account this terms conceptualisations teaching purpose. illustrate an emphasis within schools ‘doing well’ academically undermines marginalises more holistic sense ‘being well’, which contributes set strains personally, professionally relationally interactions students colleagues. propose that arises rather than converse, should hence be educational priority. Finally, offer implications may woven into culture.