Benita R. Brooks, Borna Nemet, Sinead Pelleschi, Cherish Olson, Chyllis E. Scott, and Kenneth J. Fasching-Varner (all Teaching & Learning) published an article titled, "Exploring teacher candidates' well-being literacy through the PERMA lens: A sequential mixed-methods study," in Action in Teacher Education.

In this sequential explanatory mixed-methods study, we explored how teacher candidates developed well-being literacy as a capability for building resilience, managing stress, and helping burnout. Data were collected from a pre-apprenticeship happiness course using a WL rubric to assess knowledge, language, awareness, reflection, and action among 86 TCs. Quantitative results showed scores above the benchmark in all domains, with knowledge and language as the strongest areas and action to support well-being as the most limited. Qualitative findings reinforced these results, highlighting that TCs expressed strong intentions to apply WL in professional practice but had limited opportunities to enact it. Findings suggest WL develops gradually, moving from awareness and reflection to aspirational action. Implications emphasize embedding WL in teacher preparation programs to foster resilience, strengthen professional identity, and support long-term sustainability in teaching.