Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.

学校教师和幼儿教育工作者的幸福感与他们为他们照顾的学生和儿童提供高质量教育体验的能力有关。鉴于该主题的重要性，本系统评价旨在 (1) 为教育工作者和学校教师确定可用的基于证据的福祉举措，(2) 评估证明这些举措有效性的证据质量，以及 (3) 总结这些举措。总共确定了关于 19 项不同举措的 23 项研究。尽管大多数举措都改善了教师的福祉，但现有证据的质量并不高，尤其是对于幼儿教育工作者而言。现有的教师和教育工作者福利计划主要针对教育工作者福利的个人而非系统决定因素，尽管这些群体的福祉是由个人和教育环境影响共同决定的。需要更多的研究来改进有关教师和幼儿教育工作者福利计划的证据，以及制定旨在改变工作场所需求和教育环境文化的计划。