Teacher programs

Teacher Wellbeing offers a variety of teacher professional development programs for all members of the school community. This can be for whole schools, small groups or individuals.

Programs specialise in;

  1. Positive Psychology
  2. Mental Toughness
  3. Coaching Psychology
  4. Psychological Capital
  5. Appreciative Inquiry

Event Locations

There are 3 ways you can engage with Teacher Wellbeing;

  1. We come to you – We are based in Sydney, Aust and love to travel so can come to you for your staff  needs
  2. You come to us – We offer numerous face-to-face courses at 99 York st Sydney through Teacher Training Australia
  3. Meet online – We offer several courses online through Teacher Training Australia as well as consulting.

We offer individual sessions for your one-off events or

A comprehensive sequential “Staff Wellbeing Blueprint”

to truly develop the wellbeing of your staff at school

Download a Brochure

A list of all our programs and more


A comprehensive approach to supporting and embedding wellbeing of staff at your school.

Program includes;

  • 3 x 3 hr (twilight) sessions at your school (eg, once a term)
  • A pre and post discussion before every session
  • A learning manual for staff in each session
  • One set of CHAT Box and CONNECT Box resources for your school
  • Suggested activities for staff to do in between sessions
  • Resources and readings pre and post sessions
  • NESA accreditation for attendance at each course
  • Usually within one calendar year

1. Session 1 – “Wellbeing from the inside out”

This session begins by highlighting current challenges staff face in schools before identifying how we reflect and manage stressors. We explore the dynamic nature and complexity of wellbeing as we unpack the 5 dimensions of wellbeing. Staff are given opportunities throughout the session to interact in activities that encourage reflection and self-awareness. Research and best practice from the field of Positive Psychology is shared offering a framework to think strategically about staff wellbeing. Each schools context is acknowledged with links to existing wellbeing frameworks and Collective Teacher Efficacy. Participants leave with personal wellbeing plan and actions items to follow up with colleagues.

2. Session 2 – “Mental Toughness for Managing Change”

Schools are dynamic places with high demands and constant change which can be overwhelming even to the best of us. This session uses the concept of Mental Toughness to explore mindset, resilience, cognitive reframing and emotional regulation in the face change and challenges. These strategies are grounded in the research of Sports Psychology, used by elite athletes and top functioning executives who thrive under pressure and change. Mental Toughness (Clough & Strycharczyk, 2011) involves reflecting on 4C’s and is a measurable construct that merges theory into practice. The 4C’s are; Control, Commitment, Challenge, Confidence. This means reflecting on goals we are trying to achieve, how we respond to challenge, identifying areas we can and can’t control, and acknowledging areas we feel confident. Participants leave with a framework to better navigate change that can be used by themselves or with students.

3. Session 3 – “Coaching skills for Quality Conversations”

This session explores the difference between coaching and mentoring using evidence-based practices from Coaching Psychology. Opportunities are given for people to reflect on their ‘way of being’, communication style and how they ‘support’ others to grow and learn. Partner activities allow for people to practice asking solution-focussed questions that encourage pro-active and empowered reflection. When we have high-quality conversations, we have better relationships. These better relationships inspire collective teacher efficacy and productive organisations.


These programs are one-off sessions that are typically conducted as a full day,
although can be modified as a half-day session.

1. Teacher Wellbeing from the Inside Out

Personal Wellbeing Tools to Recharge and Regain Control

Teaching is both stressful and rewarding, yet sometimes it feels like we are running in circles. The meetings are endless, admin requirements increasing and student needs demanding. If the system won’t change, how can we find our way through the maze to engage, inspire and connect with students for effective learning? Positive Psychology has emerged to provide the research and tools both in and out of the classroom.

In this program we;
• Discuss the global stressors for teachers and their impact on health and wellbeing.
• Explore a shared vision of wellbeing at work for staff and students
• Unpack the 5 dimensions of wellbeing and their relevance for school staff
• Discuss how mindfulness, character strengths and gratitude can become simple habits
• Use the research of Seligman’s five pillars known as PERMA to put together a personal wellbeing plan.

“Wow Daniela, your timing, balance, advice and strategies were perfectly pitched allowing me time to reflect on my own practice that was informative and non-threatening, I loved the coaching questions that were relevant not just for me but for my students as well.”
Penelope Field, Karabar High School
“An excellent, engaging presentation that makes you think about yourself as well as the application with students. I have lots to try with my classes, thank you”
Hilton Whitehorne , Springfield Anglican College
“What a great presentation. In a few short moments, Daniela helped me manage my stress by not taking it all so personally.”
Angela Peconicic, Bonnyrigg Heights Public School
“Daniela is a fantastic, proactive presenter who had my 100% attention the full day. She helped me acknowledge my potential as a leader, giving me skills to have better conversations with others.”
Carole Smith, Lansvale Public School, NSW
“Daniela, you were fantastic. Considering it was the last day of the year, I found this session both enjoyable and helpful.”
Lena Hollows, Beverly Hills North Public, NSW

2. Tackling the Overwhelm with Mental Toughness

Practical strategies to manage uncertainty and navigate change

Schools are dynamic places with high demands and constant change. This session explores the strategies of elite athletes and high functioning executives who thrive under pressure and change. Grounded in the research of Sports Psychology and Cognitive Hardiness, participants learn the 4C’s of Mental Toughness (Control, Commitment, Challenge, Confidence) (Clough & Strycharczyk, 2011) to better manage everyday pressures.

In this program we;

  • Explore the change curve and our responses to change
  • Learn the evidence-based, psychological foundations of Mental Toughness 
  • Unpack the 4C’s of mental Toughness with practical strategies
  • Identify & reflect on goals we are COMMITTED to achieving
  • Identify and reflect on how areas we can and can’t CONTROL
  • Identify and reflect on how we respond to CHALLENGE
  • Identify and reflect on our level of CONFIDENCE as we achieve goals.
  • Put all this together in a framework to better navigate change that can be used with staff or students.
“Thankyou for your very real, humorous and realistic strategies. I will not only take these strategies into my own life but look forward to integrating them into my classroom”
Jennifer White, Hunter valley Grammar
“What an absolutely outstanding day. I loved the realism, honesty and practical strategies you supported us in identifying and taking away. Highly enjoyable and very useful on all accounts”
Lincoln Thompson, St Luke’s Grammar
“It was really helpful to have the time to think about my own learning goals as well as the coaching strategies to discuss options for achieving this – very practical and useful for both my wellbeing and that of my students”
Deb Lonsdale-walker, Mt St Michaels

3. Peer Coaching & Mentoring for Teachers

Positive, solution-focussed conversations 

As educators we are always learning, in fact great teachers are those who are able to reflect on their practice and identify, explain and model new and improved strategies to engage students (Leithwood, 2007).  Peer mentoring is a growing practice where AITSL agrees that coaching offers teachers valuable tools to mentor each other as they grow in their various roles. Either way, coaching is a simple and effective, evidence based way to address teaching standards, develop professional practice and achieve personal satisfaction on the teaching journey.  

In this workshop we;

  • Discuss the similarities and differences between coaching and mentoring
  • Identify the principles of coaching psychology and its links to Action Research
  • Explore DISC Profiling to reflect on our ‘way of being’ as a mentor
  • Practice coaching micro-skills for effective communication 
  • Experience the impact of problem-focussed and solution-focused questions.
  • Apply common coaching framework in a peer conversation such as GROW or SMART
  • Create either a personal or professional goals for future growth
“Daniela gave a very useful workshop with practical tools relevant for any school environment. I particularly liked the GROW Model and the tools that reminded me of the joy I experience in what I do.”
George Barris, Sydney Boys High
“It was so great to have PD that was helpful to us as teachers that we can actually apply in the classroom. Thanks so much.”
Annelise Alloway, Springfield Anglican College, QLD
“Your enthusiasm and positivity is infectious. You helped me realise that I actually do have the ability to move from feeling swamped to possibility.”
Lisa Peterson, Northern Beaches Secondary College, Freshwater Campus

4. Leaders developing HERO’s

How school leaders can build the Psychological Capital of their staff

Teachers often look to school leaders for answers to their wellbeing yet school leaders often feel confused as to how to best support staff to flourish.  While Professional Development is needed to help teachers ‘learn’ and ‘live’ wellbeing, competing for demands on time adds to the challenge.  As knowledge changes and systems shift, it is our inner resources that can take a battering, or we can thrive.

Fred Luthans, an organisational psychologist, brings Positive Psychology to the workplace to suggests a focus on developing the Psychological Capital (PsyCap) of staff.  PsyCap involves an understanding of Hope Theory, Efficacy, Resilience and Optimism, to strengthen our inner HERO.

In this workshop we;

  • Give school leaders an opportunity to share their challenges and vision of wellbeing in their school contexts
  • Unpack current wellbeing issues for staff including what is working well to support wellbeing
  • Review the foundations of Positive Psychology as the science of wellbeing
  • Identify the difference between personal wellbeing strategies and workplace wellbeing strategies
  • Define Positive Organisational Behaviour and links to Psychological Capital (PsyCap)
  • Explore the basic research of Hope Theory (Snyder), Efficacy (Bandura), Resilience (Masten), Optimism (Seligman)
  • Identify strategies school leaders can use to inspire Hope, Efficacy, Resilience & Optimism in their school context
  • Allow time for shared discussion to plan next steps.
“I loved your Growth Mindset Workshop and was so glad I recommended you to our school to explore coaching psychology, you did not disappoint. I look forward to further developing my own character strengths.”
Bev Parkes, Carlingford High School
“You Nailed it! Well done, on giving our leadership team the language and framework to further our conversation about building the wellbeing of our whole community.”
Scott Caroll, Mary Immaculate College

5. Be your own SuperHERO

Teaching is tough enough without having to deal with a global pandemic. With constant change impacting teaching and learning what does this mean for the stress and wellbeing of school staff? In this session we explore our VUCA world of constant change (Volatile, Uncertain, Complicated and Ambiguous). We identify how we can be first responders to our wellbeing with DRABC and we leave with HERO map as way of connecting to meaning and purpose. HERO draws on the research of Organizational Psychology to explain Hope Theory, Efficacy, Resilience and Optimism within organisations.

In this workshop we;

  • Identify elements of a VUCA in education (Volatile, Uncertain, Complicated and Ambiguous).
  • Identify ways they can be first responders to their wellbeing with DRABC
  • walk away with a HERO map as way of connecting to meaning and purpose.
  • HERO draws on the research of Organizational Psychology to explain Hope Theory, Efficacy, Resilience and Optimism within organisations.
“Loved it – a dynamic session with a good balance of activities and talking. The templates were great and I will certainly be using them with my students – thank you.”
Beth Roberts, Radford College, ACT
“This workshop gave me great, specific strategies for interacting with students, parents and colleagues. It helped me reframe my thinking and my approach to benefit both home and school life.”
Bryan Reyes , Wollemi College

6. Embedding Staff Wellbeing – An Appreciative Inquiry Approach

While wellbeing begins with individual practice, policies and procedures also play their part. Once we ‘learn’ and ‘live’ personal wellbeing practices we then need to provide opportunities for staff to ‘embed’ these practices across the whole school if they are to better ‘teach’ wellbeing to our students.

In this program we use David Cooperriders 4D model of Appreciative inquiry to;

  • Discover what is working,
  • Dream how we would like it to be,
  • Design policies and procedures and
  • Deliver the beginnings of a staff wellbeing plan that addresses Work Health & Safety
“I love the variety of resources you provided us and I am looking forward to using them with my pre-service teacher. I feel much more confident in being a mentor recongising that I too am learning – thank you”
Tracey Moir, Bradbury Public school
“This workshop was extremely relevant, useful and fun. It helped me reflect on my own practice as well as giving me skills to inspire beginning teachers, well worth it.”
Leanne Selby, Cambridge Park High School