How is wellbeing education research transforming teaching? We are approaching 15 years since the foundation of positive education. Children and young people’s wellbeing has become a central focus for many education systems nationally and internationally. Teacher wellbeing is equally important in maintaining educational results but is becoming increasingly challenged by the growing need to address student wellbeing, compounded by the new demands of online learning and COVID-19 closures (OECD, 2022). The number of children suffering anxiety and depression has risen considerably worldwide (Lebrun-Harri et al., 2022); in Australia, one in seven (14%) children aged 4–17 experienced a mental illness in the last year (AIHW, 2021). Teachers are among the first to identify and respond to student wellbeing issues. Their role is critical: appropriate and timely teacher responses may influence academic engagement, retention, progression and long-term educational achievement (White & McCallum, 2022). However, teachers in their early years can struggle to detect and respond to children’s wellbeing and mental health needs (White et al., 2022), leading to adverse effects on both the children and the teachers. This cost on teacher wellbeing is a significant factor underlying retention. With increasing demands and challenges being placed on the wellbeing and professional practice of teachers and whole-schooling communities, school students and their parents/carers are being subjected to new ways of learning with a re-prioritisation of their educational aspirations. Drawing on five years of international research, this keynote critically overviews global wellbeing education issues. It situates various case studies of training pre-service teachers with an accredited wellbeing education framework, teacher and leaders’ wellbeing and applications in the classroom. The overall conceptual framework for this presentation highlights many impacts on teaching and argues for the wellbeing of students, teachers, leaders, and whole communities. A body of evidence is offered to reinforce the importance of wellbeing education to support the teaching profession’s sustainability and the fundamental aim of education in preparing children and young people for the future. Finally, three theoretical hurdles are introduced to guide future wellbeing education research.