Dr. Ilaria Buonomo

This presentation reports findings from a large-scale European study assessing teachers’ well-being and professional needs across six countries (Cyprus, Italy, Poland, Portugal, Romania, and Spain), focusing on three core domains: psychological well-being, self-efficacy, and perceived support. Quantitative data (N = 1,088) and qualitative insights reveal significant cross-national differences in psychological distress, work engagement, self-efficacy, and perceived support. Two distinct clusters emerge: countries reporting higher levels of burnout and emotional strain versus those showing better professional adjustment and stronger support systems. The findings highlight how social and organizational resources shape teachers’ psychosocial functioning and suggest targeted intervention pathways. Implications for evidence-based policies supporting teacher well-being in diverse European educational contexts will be discussed.

Ms. Elena Hadjigerou

Teacher burnout is a growing concern in Cyprus and elsewhere, driven by behavioural pressures, emotional labour and structural limitations that slowly undermine teacher stamina. The research is clear: burnout is shaped less by individual weakness and more by environmental conditions. Teachers flourish in schools that offer collaboration, trust and creativity, and they falter in rigid, isolating or conflict-filled environments. Dewey’s understanding of the school as a living community reinforces this, emphasising that teaching thrives where participation and meaningful interaction are part of daily life. My professional path confirms these insights. As a counsellor, I witnessed how behavioural strain accelerates exhaustion; as a mediator, how staff tensions silently drain morale; and as coordinator of the Expert Team on School Violence, how incidents reflect deeper cultural issues in the school ecosystem. Compared internationally, Cyprus is not among the most severe cases—countries such as France, Belgium, the UK and the USA report higher stress and burnout levels—but classroom disruption and emotional strain remain significant challenges, making school climate an essential protective factor.

With this understanding, and now as a school principal, I work with a model rooted mainly—but not only—in what we practise at Palouriotissa Lyceum, complemented by strong examples from other Cypriot schools. This open-school approach reduces behavioural tension, strengthens collaboration and restores teacher purpose by opening the school to the community through cultural and social initiatives that foster belonging; opening the school to creativity by giving teachers space to design, innovate and reconnect with their professional identity; and opening the school to human experience through proactive, relational approaches to behaviour. The impact is tangible: fewer behavioural problems, stronger teacher engagement, renewed creativity and greater emotional resilience. The emerging lesson – from Cyprus and elsewhere – is that resilience does not grow by asking teachers to be tougher; it grows in environments that support, inspire and protect them. When schools operate as open, positive and creative communities, teacher resilience becomes a natural outcome rather than an individual struggle.

Dr. Paula Benevene

In this keynote speech, Professor Paula Benevene will explore how fostering resilience among educators contributes to their overall well-being and the long-term sustainability of school communities. Drawing on her research in organizational well-being, human resources development, and sustainable practices within organizations, she will examine how supportive school environments, effective leadership, and professional development opportunities can empower teachers to thrive despite challenges. Attendees will gain practical strategies to strengthen personal and collective resilience, enhance motivation, and promote a healthy work-life balance. Drawing on international research and real-world examples, Professor Benevene will highlight actionable approaches that educators can implement in their own schools. This presentation is designed to inspire, empower, and equip teachers worldwide to strengthen their well-being and foster resilient learning communities.

Dr. Bohdan Syroyid    

The general objective of this seminar is to provide teachers with tools for emotional decompression and creative reactivation, using music and the body. Specific Objectives: To build awareness of the body and voice as channels for releasing tension; To break down barriers and social inhibitions through rhythmic games and vocal improvisation, fostering well-being; To learn simple songs, canons, body percussion and breathing techniques that help ground attention and reduce anxiety, both for the teacher and the classroom. In this seminar, we will address stress directly through music and the body. Participants will engage in a blend of body percussion, singing, vocal release, and rhythmic movement designed to regulate the nervous system. The seminar aims to create a ‘judgment-free’ playground where educators can unblock emotional fatigue, practice disinhibition, and reconnect with the playful side of teaching. It is a practical exploration of how music and movement can serve as immediate, accessible tools for the modern classroom.

Dr. Monika Baryła-Matejczuk

Highly sensitive teachers often experience a paradox: their heightened awareness and empathy make them deeply effective educators, yet these same qualities can undermine their sense of professional self-efficacy when unsupported or misunderstood by colleagues. This seminar explores how understanding and embracing environmental sensitivity can transform perceived vulnerability into genuine professional empowerment. Drawing on research in sensory processing sensitivity (SPS) and differential susceptibility theory, this session demonstrates how self-awareness of one’s sensitivity profile serves as the foundation for building authentic self-efficacy. When teachers recognize their sensitivity as a legitimate trait with both challenges and unique strengths, they can move from self-doubt to self-acceptance, and from isolation to meaningful collegial connection.

Mr George Poyiadjis

This workshop focuses on classroom management as a multifactorial and developmentally sensitive phenomenon, moving away from traditional disciplinary models. It is grounded in contemporary approaches that conceptualize student behaviour as the outcome of dynamic interactions among student, teacher, and school environment. With a central emphasis on behavioural and emotional self-regulation and its gradual developmental maturation, the classroom is conceptualized as a main regulatory context that can either support or destabilize students’ executive functioning, particularly in cases of increased vulnerability. Student behaviour is understood within an ecological framework, where learning and regulation are shaped by relational and contextual factors rather than isolated individual traits. The core objective is the scientific reframing of so called “problematic” behaviour as a functional response to perceived demands that exceed a student’s available skills, and its interpretation as an indicator of imbalance rather than intentional rule violation. Within this framework, the role of the educator shifts from that of a disciplinary authority and enforcer of punishment to a key regulatory agent within the classroom system. The educator’s capacity for emotional regulation, the quality of pedagogical presence, and the ability to provide predictable and consistent responses are highlighted as critical protective factors in the management and de-escalation of disruptive behaviors.

Dr. Eleni Epiphaniou

The workshop entitled “Spot the Signs, Reset the Cycle: A burnout prevention workshop for educators” is an interactive and practice-oriented workshop that supports primary and secondary education teachers in preventing professional burnout. Participants explore the specific pressures of the teaching profession, learn to recognize early signs of burnout, and understand how stress cycles are formed and sustained within the school environment. Through reflection, group activities, and practical tools, educators develop realistic strategies to interrupt burnout before it escalates, fostering sustainable well-being and professional resilience.

Dr. Louiza Ioannidou

The workshop entitled “Building Mental Resilience in Teachers: Practical Strategies for Well-Being and Empowerment” aims to raise awareness and empower teachers in response to the increasing demands of their professional role. It begins with an introduction to the concept of professional burnout, its stages of development, core characteristics, and symptoms at the physical, emotional, cognitive, and behavioral levels, as well as its impact on both the individual and the organization. The workshop then focuses on mental resilience as a dynamic process of adaptation in the face of adversity, highlighting both protective and risk factors. Through experiential activities and practical tools—such as diaphragmatic breathing, mindfulness, self-care, cognitive restructuring, and gratitude—participants are encouraged to develop personal strategies for stress management and to strengthen their psychological resilience in their daily school environment as well as in their personal lives.

Dr. Monica Shiakou

Finding a balance between our professional responsibilities and personal lives is a challenge many working professionals face in today’s demanding environment. Just as professionals continually develop technical expertise to become better at their jobs, they can also be equipped with practical tools to manage stress, communication challenges, and daily workplace pressures more effectively. This workshop will enable participants to feel more confident in their professional skills and adopt a positive, proactive approach to relationships both at work and in their personal lives. Participants will have the opportunity to reflect on their current work habits and interpersonal approaches, and how these influence their effectiveness and wellbeing. They will gain an understanding of how feeling more confident, relaxed, and in control can positively impact performance, relationships, and overall work–life balance. By the end of the course, participants will create a personalized strategy to reduce stress, set healthy boundaries, improve productivity, and approach each day with renewed focus and motivation.

Dr. Ilaria Buonomo

This workshop explores the relationship between personal and professional life in teaching contexts, integrating positive psychology perspectives with practical strategies for daily well-being. Through a hybrid, participatory format, participants will engage with concrete approaches to managing boundaries, cultivating personal resources, and identifying sources of energy and meaning in their work. The session combines individual reflection and group sharing, with particular attention to how educational contexts influence opportunities for balance and flourishing. Participants will gain immediately applicable tools for both professional practice and personal life. The workshop accommodates both in-person and online attendees.