Edge Hill University
Can sport-based interventions support teacher well-being? Lessons from the NHS for education professionals
Amid rising levels of stress, burnout, and presenteeism across the public sector, there is growing interest in the potential of sport-based, peer-led interventions to address staff well-being in meaningful and sustainable ways. This presentation draws on qualitative research within NHS Trusts to examine how a sport-rooted mental fitness programme—Offload, delivered by the charity Rugby League Cares—was implemented to support staff well-being in healthcare settings. Framed through figurational sociology, the study explores how emotional norms, institutional culture, and interdependent relationships shape the adoption, perceived value, and impact of such interventions.
Findings suggest that programmes like Offload offer a rare protected space for emotional expression and peer connection, particularly valued in high-pressure environments. Staff highlighted the significance of psychological safety, relatable facilitators, and structured but flexible delivery, which contributed to both personal behaviour change and a renewed sense of collective identity. However, challenges related to time poverty, organisational fragmentation, and perceived legitimacy of external providers underscore the importance of context-sensitive design and implementation.
Recent adaptations of Offload within education settings suggest that such approaches may hold similar value for staff in schools and universities. This research contributes to cross-sector debates about how sport-informed well-being interventions can be effectively transferred and tailored to support those working in emotionally demanding professional environments.
Sophie Warden’s Edge Hill University staff page