FlourishED: Stress Management and Well-Being Strategies for Preservice Teachers

Abstract

FlourishED is a web-based well-being module designed to address a gap in teacher preparation, where preservice teachers are expected to manage stress, but often receive limited direct instruction in well-being practices (Schonert-Reichl et al., 2017 ), despite high levels of stress, burnout, and attrition in the profession (Agyapong et al., 2022 ). To address this problem, an instructional module was designed using the PERMA framework and evidence-based practices from positive psychology, including gratitude exercises (e.g., Three Good Things) (Seligman, 2011), breathing strategies (HeartMath, 2016), and AI-guided meditation to support personalized reflection and stress reduction.

The module was evaluated through usability testing and attitudinal and learning assessments. Usability testing (n = 3) involved task-based navigation to identify issues in structure and clarity, resulting in revisions to layout and instructions. Learning and attitudinal data were collected from participants (n = 15) using pre- and post-surveys measuring awareness, confidence, and perceived ability to apply well-being strategies. Results indicated improvements in participants’ understanding of stress management techniques and increased confidence in their ability to apply these strategies. Findings suggest the module was effective in addressing the identified problem, with recommendations for future work including expanding sample size, refining content, and further exploring personalization in well-being instruction.