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Education Sciences
Special Issues
Collaborative and Resilience-Oriented Practices and Teacher Wellbeing
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Collaborative and Resilience-Oriented Practices and Teacher Wellbeing

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 June 2026 | Viewed by 6036

Special Issue Editors

Dr. Shana Haines

E-Mail Website
Guest Editor
Department of Education, University of Vermont, 85 South Prospect St., Burlington, VT 05405, USA
Interests: how collaboration affects teacher wellbeing; relationships between teachers and families with refugee backgrounds; special education teacher preparation; travel study
Dr. Jessica Strolin-Goltzman

E-Mail Website
Guest Editor
College of Education and Social Services, University of Vermont, Burlington, VT 05405, USA
Interests: how interprofessional and family collaboration affects teacher wellbeing; trauma-informed practices; resilience-oriented approaches; global travel study

Special Issue Information

Dear Colleagues,

As we grapple with solutions to increase teacher wellbeing in the midst of the current teacher workforce crisis, we must identify and bolster protective mechanisms that support educators to sustainably thrive in the profession. Research suggests that effective strategies for enhancing teacher wellbeing include Collaborative and Resilience-Oriented Practices (CROPs). Collaboration, in addition to benefiting students, also benefits educators (Allensworth et al., 2009; Haines et al., 2022; Strolin-Goltzman et al., 2023). Resilience-oriented practices include those that promote positive relationships (Mansfield et al., 2016; Mullen et al., 2021). Such practices include culturally responsive approaches (Howard, 2021; Ladson-Billings and Tate, 1995), social-emotional learning (Zinsser et al., 2016), restorative approaches (Kervick et al., 2019), trauma-informed practices (Middleton et al., 2019; Phifer and Hull, 2016; Strolin-Goltzman et al., 2018; Thomas et al., 2019), family–school–community collaboration (Haines et al., 2015, 2017), and relational leadership strategies (Ainsworth and Oldfield, 2019). Proactive strategies such as these can lead to wellbeing and perseverance in both educators and the students they teach (Day and Gu, 2014; Kangas-Dick and Shaughnessy, 2020; Mansfield et al., 2016). 

This Special Issue aims to bring together research enhancing the field’s understanding of how CROPs affect teacher wellbeing. Submissions may include, but are not limited to, the following:

  • The effect of family, school, and community partnership on teacher wellbeing;
  • The effect of collaborative or connecting practices on teacher wellbeing;
  • The effect of resilience-oriented practices on teacher wellbeing;
  • The effect of teacher wellbeing on their use of CROPs;
  • Methods of promoting teacher wellbeing that relate to CROPs;
  • Methods of promoting CROPs among in-service and preservice educators. 

Contributions to this Special Issue can include, but are not limited to, the following:

  • Conceptual and theoretical discussions;
  • Empirical studies (quantitative, qualitative, or mixed-method);
  • Tool development and validation studies;
  • Systematic literature reviews (e.g., meta-analyses and scoping reviews).
  • We look forward to receiving your contributions.

Dr. Shana Haines
Dr. Jessica Strolin-Goltzman
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • family–school collaboration
  • teacher wellbeing
  • resilience
  • burnout

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

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22 pages, 798 KB  
Article
Promoting Parent-Teachers’ Wellbeing in Remote Instruction: Work–Family Conflict as a Mediator Between Support and Parental Self-Efficacy Among Parent-Teachers During the Pandemic
by Shira C. Goldberg, Eyal Rabin and Ina Blau
Educ. Sci. 2026, 16(4), 628; https://doi.org/10.3390/educsci16040628 - 15 Apr 2026
Abstract
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations [...] Read more.
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (SE) and satisfaction, factors linked to educators’ capacity to manage dual roles effectively. The hypotheses were that (1) WFC would negatively correlate with parenting SE and satisfaction; (2) support from friends and family and from the workplace would be associated with lower WFC and higher parenting SE and satisfaction; and (3) WFC would mediate the relationship between support and parenting outcomes. Using a mixed-methods design with quantitative scales combined with open questions, data were collected through retrospective self-report questionnaires in relation to the COVID-19 lockdowns. The sample included 474 teachers who teach in schools in Israel and have children aged 0–12. The predictive mediation model confirmed the first two hypotheses, with partial support for the third. Qualitative findings provide insight into parent-teachers’ experiences, including gender-based differences, and emphasize factors associated with their adjustment to remote instruction. These findings contribute to understanding how social and organizational support—forms of collaborative and resilience-promoting mechanisms—may have an important role in promoting educator wellbeing through their negative association with work–family conflict. The findings should be examined further in longitudinal or experimental research and in additional cultural and educational contexts to examine their generalizability, as well as causality. Nonetheless, the findings provide possible directions for policy and interventions aimed at fostering resilience and sustainable wellbeing among teachers, particularly those navigating dual roles in their personal and professional lives. Full article
(This article belongs to the Special Issue Collaborative and Resilience-Oriented Practices and Teacher Wellbeing)
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18 pages, 396 KB  
Article
Supporting Pre-Service Teachers’ Sense of Belonging Through Employment-Based Pathways
by Danielle Gordon, Jennifer Clifton, Ronan Kelly, Phillipa Greig and Dallas McDougall
Educ. Sci. 2026, 16(2), 231; https://doi.org/10.3390/educsci16020231 - 3 Feb 2026
Viewed by 675
Abstract
The current teacher workforce crisis has increased policy and funding interest in employment-based pathways (EBPs), particularly in hard-to-staff schools. This qualitative study of one university’s EBP examines how [the Employing Queensland: Innovative Pathways to Teaching (EQuIPT) program] shaped pre-service teachers’ (PSTs) sense of [...] Read more.
The current teacher workforce crisis has increased policy and funding interest in employment-based pathways (EBPs), particularly in hard-to-staff schools. This qualitative study of one university’s EBP examines how [the Employing Queensland: Innovative Pathways to Teaching (EQuIPT) program] shaped pre-service teachers’ (PSTs) sense of academic belonging. Drawing on focus group data from 12 participants across four regional, rural, and remote (RRR) locations in Queensland, Australia, we examine how connections between university, schools, and communities influenced PSTs’ sense of belonging to their university, course, profession, and local communities. Structured collaboration, timely communication, and strong relationships, supported by links to wider services, were central to sustaining an academic sense of belonging. In turn, belonging supported participants’ wellbeing and plans to remain in teaching, and helped them persevere in challenging contexts. The findings suggest that, when intentionally supported, EBPs can help address workforce shortages in RRR settings. Full article
(This article belongs to the Special Issue Collaborative and Resilience-Oriented Practices and Teacher Wellbeing)
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19 pages, 585 KB  
Article
The Effect of Family–Educator Relationships on Special Educator Well-Being
by Shana Jackson Haines, Melanie J. Levitt, Emily West-Geary, Alexandra Turner, Cynthia Jane Herbert and Jessica Strolin-Goltzman
Educ. Sci. 2025, 15(9), 1120; https://doi.org/10.3390/educsci15091120 - 28 Aug 2025
Cited by 1 | Viewed by 1936
Abstract
Educator well-being is fundamental to the success of educational systems and is linked to improved student outcomes, teacher retention, and school success. Educator well-being is a multidimensional construct that reflects flourishing and encompasses professional fulfillment, a strong sense of purpose, resilience, and a [...] Read more.
Educator well-being is fundamental to the success of educational systems and is linked to improved student outcomes, teacher retention, and school success. Educator well-being is a multidimensional construct that reflects flourishing and encompasses professional fulfillment, a strong sense of purpose, resilience, and a balance between relationships, individual needs, and workplace conditions. The well-being of educators is deeply rooted in the quality of their relationships. While research documents the effect of various relationships on educator well-being, the effect of family partnership on educator well-being is not well documented. The purpose of this qualitative study, which included interviews with 22 special education teachers in the US, is to explore how family partnerships affect special educator well-being. We found that trust, communication, and advocacy were aspects of relationships with their students’ families that affected special education teacher well-being through impacting their perceived professional effectiveness and emotional fulfillment. Implications are discussed. Full article
(This article belongs to the Special Issue Collaborative and Resilience-Oriented Practices and Teacher Wellbeing)
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Other

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24 pages, 790 KB  
Systematic Review
A Scoping Review of the Barriers to Self-Advocacy for People with Intellectual Disability in Bronfenbrenner’s Process–Person–Context–Time (PPCT) Model
by Christina DeCostanza Eagle, Grace L. Francis, Kelly Conn-Reda, Kristen Haynor, Sarah H. Espanol, Jodi Duke, Jill A. Hunt, Emil Majetich and Timothy J. Eagle
Educ. Sci. 2026, 16(1), 97; https://doi.org/10.3390/educsci16010097 - 8 Jan 2026
Viewed by 1903
Abstract
Self-determination and self-advocacy are critical components of quality of life, and the instruction of these skills continues to emerge as an important outcome for Disabled people, specifically people with intellectual disability (ID). The purpose of this scoping review examined the perspectives of adults [...] Read more.
Self-determination and self-advocacy are critical components of quality of life, and the instruction of these skills continues to emerge as an important outcome for Disabled people, specifically people with intellectual disability (ID). The purpose of this scoping review examined the perspectives of adults with ID and the experienced barriers when self-advocating, making choices, and goal setting. This scoping review searched multiple databases for empirical research, which collected the perspective of people with intellectual disability and what they identified as barriers to self-advocacy. Results included 30 articles with an international perspective available within the English language. The authors utilized Bronfenbrenner’s process–person–context–time (PPCT) model to identify how these barriers are experienced in various relationships and environments and throughout time. The barriers identified fell into the various aspects of the PPCT model. Understanding these barriers provides insights into ways to begin to dismantle them, and this review details recommendations for research, policy, and practices. Full article
(This article belongs to the Special Issue Collaborative and Resilience-Oriented Practices and Teacher Wellbeing)
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