THE EVIDENCE

The Research Behind SMART4teachers

SMART4teachers is our signature course helping teachers manage the stress and emotional load of teaching before it leads to burnout.

It is built on contemporary research into teacher stress, wellbeing, emotional load, regulation and burnout.

This page brings together the research and evidence that informs the program, so you can explore the thinking behind the approach in more detail.

Teachers report poorer physical and psychological health than the general working population, with elevated rates of stress, anxiety and depression.

Australian research surveying 560 teachers found 80% had experienced bullying or harassment from a student or a parent in the past year, and classroom disruption has since been the subject of a federal Senate committee inquiry.

National OECD survey data (TALIS) shows Australian teacher stress comes from three distinct sources - workload, student behaviour, and relationships with parents and other stakeholders - not one single cause.

Emotional labour and compassion fatigue are now recognised as a significant, measurable cost of the caring work teachers do every day — not a sign that something is wrong with you for feeling it.

Workload and burnout are consistently the top reasons Australian teachers give for wanting to leave the profession and it's mid-career teachers, the ones with the most to offer, who are most likely to be considering it.

ABOUT FIONA

Hi, I'm Fiona Mackenzie,
Founder and Director of SMART4schools.

I have spent 35 years in education as a school leader, teacher, mentor, and coach, working across classrooms, wellbeing leadership, student transition, learning support, Indigenous education, new arrivals, and staff mentoring.

I know the reality of school life, not just in theory, but from inside the work itself.

As a Qualified Education Coach, Youth Mental Health First Aid Instructor, Meditation and Breathwork Coach, and holder of a Certificate IV in Training and Assessment, my work brings together lived school experience with practical wellbeing support that is credible, usable, and grounded in the demands of everyday education.

As an Education Wellbeing Consultant, what matters most to me is that support feels practical. Not more language to carry. Not another layer of expectation. But a way of helping people recognise stress earlier, respond more steadily, and look after their wellbeing within the work they are already doing.

I created this work because I kept seeing capable, caring people carrying more than they realised, and when they finally recognised the toll it was taking, they often did not know where to start or what to do next. I believe staff wellbeing deserves to be elevated in school culture and spoken about with the same clarity, intention, and commitment that schools bring to student wellbeing and learning outcomes.

DISCLAIMER

The information, professional learning, coaching, and resources provided through this website are general in nature and are designed to support the professional practice of Education Support staff, Learning Support Officers, and school staff.

They are not intended as legal advice, medical advice, psychological advice, or therapeutic intervention, and should not replace school policies, mandatory reporting obligations, child safe procedures, professional judgement, or guidance from school leadership and relevant professionals.

All strategies, tools, and learning shared are intended to support safe, practical, and purposeful responses in educational settings. As every student, staff member, and school context is different, the information provided should be applied with professional discretion and adapted to the individual needs of the situation.

Participation in coaching or professional learning does not guarantee specific student, staff, or school outcomes. The purpose of this work is to build confidence, clarity, and practical capability, and to contribute to staff wellbeing, student wellbeing, and stronger access to learning.

Where concerns relate to risk, safety, mandatory reporting, mental health, or wellbeing needs, participants should follow their school’s procedures and seek guidance from the appropriate leader or qualified professional.

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