This article was published in the International Journal of Teacher Leadership as part of a special issue on teacher well-being . The article takes a deep dive into what it truly means to support “the whole teacher”, uplifting the voices of teacher leaders who participated in focus groups and advisory sessions—highlighting powerful stories of practice, leadership, and relational work that inspire school transformation. Authors are Natalie Fensterstock and Marisa Saunders from the UCLA Center for Community Schooling, Karolyn Maurer from Minnesota State University, and Barnett Berry from the Learning Policy Institute.

Suggested Citation

Fensterstock, N., Maurer, K., Saunders, M., & Barry, B. (2025). “You Can’t Talk About the Whole Child Without the Whole Teacher”: How Two Districts Support Whole Teacher Development in the United States and Canada. International Journal of Teacher Leadership.  (14) 1. 8-31. https://www.cpp.edu/ceis/education/international-journal-teacher-leadership/documents/spring2025/fensterstock-et-al.pdf