Educators’ Wellness and Beyond: Policy Insights and Recommendations for Future Teachers on Wellness Break

The growing academic and emotional demands of preservice teachers have heightened concerns around mental health, prompting institutions such as the Philippine Normal University to adopt wellness breaks. This policy brief examines how preservice teachers experience these breaks, the barriers to their effectiveness, and the broader policy and institutional gaps in wellness provision. Drawing on survey data from preservice teachers, the study reveals that while many used the break for rest and social recovery, a substantial proportion remained burdened with academic responsibilities, limiting the intended benefits. Key barriers included workload spillover, limited access to mental health services, financial pressures, and low awareness of wellness-related policies and benefits. The findings reveal a disconnect between institutional intent and the student experience. This policy brief presents ten evidence-based policy recommendations, ranging from academic calendar restructuring to wellness program design, financial aid options, and faculty collaboration. Addressing these gaps is crucial to ensuring that wellness breaks make a meaningful contribution to the development and wellbeing of preservice teachers, ultimately benefiting future classrooms