Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education

Abstract Factors that affect novice teachers' willingness to engage with health and wellbeing education are explored. An online questionnaire was sent to novice teachers in England (n = 114) who had received pre-service training in health and wellbeing. Semi-structured interviews were conducted (n = 14) to support the questionnaire findings. Pre-service training appears to have some impact on new teachers. However, school ethos, attitudes of senior leadership, the level or extent of mentoring influence these novice teachers’ identity as health promoters. Nurturing this nascent identity has policy and resource implications for senior leaders in schools and governments particularly where health and wellbeing is not prioritised.