Building Wellbeing Literacy Through Character Strengths: A Proactive Approach to Teacher Preparation

Abstract

This chapter explores how character strengths integrated in initial teacher education (ITE) can cultivate wellbeing literacy in pre-service teachers (PSTs). Drawing from positive psychology frameworks, the authors investigate how intentional character strengths identification and application during professional experience placements can equip future educators with capabilities for sustainable wellbeing and professional practice. The study analyses pre- and post-reflection data from 700 PSTs across various ITE degrees in an Australian university to understand which character strengths they anticipated using and which they applied during their professional experiences. Data were collected through online qualitative surveys embedded within curriculum activities. Five key character strength areas emerged as consistently valuable for PSTs: relationship building (48.2%), time management and organisation (38.8%), self-awareness (32.9%), growth mindset (28.2%) and adaptability (11.8%). Notably, self-care practices were absent in pre-placement reflections but became prominent (63.6%) in post-placement data, suggesting meaningful development in wellbeing literacy through professional experience. This research addresses a critical gap in teacher preparation by examining how character strengths foster wellbeing literacy – the capability to comprehend and compose wellbeing languages for oneself and others. Unlike reactive wellbeing interventions, this proactive approach integrates character strengths as foundational professional capabilities during formative training. By developing these capabilities early, future teachers can enter the profession equipped with protective factors against burnout and attrition, potentially transforming how teacher wellbeing is conceptualised and sustained throughout educational careers.