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This study examined the impact of a 10-week multimodal wellbeing intervention (The Lift Project) on pre-service teachers’ personal wellbeing and their perceptions of the value of the intervention when embedded into their course of study. Ninety-two percent of the 103 students (20.1±3.0 yrs, 29 males/74 females) indicated that the intervention positively influenced their wellbeing. Significant improvements were observed in all domains of wellbeing measured, including: perceived physical health (5.1%, p<0.001), physical health behaviours (7.4%, p<0.001), mental health (16.3%, p<0.001), vitality (18.9%, p<0.001), spirituality (4.4%, p<0.01), and life satisfaction (7.1%, p<0.001). Further, significant reductions were recorded in symptoms of depression (-30.6%, p<0.001), anxiety (-34.9%, p<0.001) and stress (-23.3%, p<0.001). The pre-service teachers indicated that the intervention would equip them to support the wellbeing of their future students. The findings of the study suggest that meaningful improvements can be achieved in the wellbeing of pre-service teachers by embedding experiential studies of wellbeing into pre-service teacher education.
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Hinze, J., & Morton, D. (2017). Wellbeing education for educators. TEACH Journal of Christian Education, 11(2), 50-57. doi:10.55254/1835-1492.1360
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