The study will conduct a comprehensive situation analysis of the mental health and psychosocial wellbeing of teachers in Namibian primary and secondary schools in all 14 regions and provide key policy recommendations to improve teacher wellbeing. 1.  Undertake background research and develop an evidence-based methodological framework using both qualitative and quantitative methods for assessing teacher wellbeing in Namibia. 2.  Identify wellbeing-related issues and concerns impacting on the quality of life and teaching performance of teachers. 3.  Assess and articulate the current state of teacher well-being in Namibian basic education sector. 4.  Identify the key factors (e.g., workload, professional development, school environment, mental health, compensation) influencing teacher well-being. 5.  Establish to what level does the demands of inclusive education impact on teacher wellness? Education is no longer about one size fits all, but a teacher needs to focus on the variety of learning and socio-emotional needs of learners. Being flexible and adaptable is key. But teachers often feel they lack the necessary skills. 6.  Evaluate the impact of teacher well-being on teaching outcomes, including learner engagement, academic performance, and classroom management. 7.  Provide evidence-based recommendations for improving teacher well-being and, consequently, teaching outcomes.